An obvious statement, yes, but for some students, the formats and processes commonly used to provide and receive information prevent their access to learning. For example, providing written handouts to class participants will not meet the information access needs of a student who is blind.

The following procedure is suggested as a guide to assist you in determining ways to ensure that all your students have access to the information they need to succeed in their studies/training.

1. What are the individual student’s specific information access needs?

(refer to the "Inclusive Practice is Good Practice" Booklet, pages 9-10, for detailed information)

Strategies will be dependent on individual requirements but may include:

2.1 Providing information in alternative formats, for example:

Try to gain a general awareness of available assistive technologies (see Fact Sheets 3.1-3.14). Whilst it is not expected that you will know detailed information about specific computers and software, it is useful to be aware, for example, that it is now possible to have a computer read to you information from a screen. Therefore, for a student who has a visual impairment, supplying written information to them on computer disk may enable them to access the material which would not have been possible if you had given it to them as a printed handout.

2.2 Utilising the services of support personnel, for example:

Step 3: IMPLEMENTATION OF STRATEGIES

3. How do I organise this?

It is important to remember that many of these strategies will be quick and easy to arrange and will require no specialist assistance. For example, many teachers have notes and handouts already prepared on computer files. For a student requiring materials in computer disk format it then becomes a simple process of copying the materials onto a disk. Other services, for example, library assistance, may already be in place at your institution/organisation.

Some strategies, eg. arranging a course text to be audiotaped for a student who is blind, may require the utilisation of specialist services and attention will need to be given to providing the information well in advance to ensure timely access for the student.

Assistance is at hand to help you in situations where:

Who can assist you?

If you are working within:

The University: Contact your Disability Adviser (see Fact Sheet 6.1)

TAFE Tasmania: Contact your Disability Liaison Officer (see Fact Sheet 6.2) or Student Services Staff

Australian Maritime College: Contact the Student Support Unit (see Fact Sheet 6.3)

Other Training Organisations: Contact OVET - Access & Equity (see Fact Sheet 6.4)

Step 4: EVALUATION

It is important to check with the student on a regular basis to ensure that the strategies adopted are working. For a variety of reasons, students who continue to experience difficulties in accessing information, may be reticent to let you know.

Please consider ....

Are there ways I can alter my teaching practices to improve access to information for all my students?

Attitude is important. Being prepared to examine other ways and include other practices to achieve outcomes for your students is perhaps one of the most challenging aspects for teachers to consider.

`Inclusive’ teaching practices that will be `good’ practice for all students may involve:

utilising a variety of teaching styles and methods to provide information to students (ie. multi media presentations are effective for all students)

speaking clearly and directly to the class

reading out loud what is written up on boards and on overhead transparencies

reinforcing learning of difficult concepts by repeating information and providing examples

explaining any technical language, foreign words or specific terminology

where appropriate, repeating or paraphrasing any questions or comments from students in the class

providing information about any changes, ie. to course schedules, field trip arrangements, assessments, class venues etc., orally as well as in writing

commencing classes with a review of the information covered in previous sessions

speaking distinctly and at a relaxed pace, pausing occasionally for students to ask questions or catch up in note-taking

• Ensure students have access to course outlines, booklists, assessment and course requirements prior to commencement of the course.
• Encourage students to seek your assistance and to utilise available support services.
• Make available study materials in ample time for their conversion to accessible formats. (eg. captioning of videos; brailling and/or audiotaping of texts; transcription of audiotapes; enlarging print material; tactile drawings of diagrams; conversion to plain English).
• It is important that decisions on the selection of key texts and materials are made early as some processes to convert materials to accessible formats can take up to three months to complete.
• Allow audio taping of classes.
• Assist the student to access any assistive technology they require.
• Encourage the student to contact you if they are experiencing difficulties.
• Remember that help is available to assist you in this process.

 GOOD PRACTICE at:

The Australian Maritime College

Teaching staff in a certificate-level course revised written manuals to ensure simple, clear language. This practice would have been of benefit to all students undertaking the course and of particular assistance to students with learning disabilities.

The University of Tasmania

A lecturer within the School of Medicine has established a course website which provides all students with access to lecture notes and course materials, reference listings, information on assessment requirements, past examination papers, and a bulletin board. In addition he videos all lectures and has instituted a staff and student `Chat Line’ support network accessible via email.

This practice greatly assists all students and would be of particular benefit to those who have:

• vision impairment
• physical/mobility impairment
• learning disability
• hearing impairment

 TAFE Tasmania