When I did my practice run of my SiP presentation in December, several members of my tutor group colleagues said that they would like to hear more about the inclusive practices that we seek to model in Disability Service staff development sessions as part of our intended ‘hidden curriculum’ – so I have made a list of them here. It’s important to note that best inclusive practice is context dependent, so this isn’t a checklist rather than a selection of practices which colleagues may wish to add to their toolkit. Equally, it’s not an exhaustive list.
| Example of practice | Why it’s relevant |
| Before the session | |
| Clear access information is provided to all participants. This includes confirmation about resources being shared in advance, break times, and recording information. Participants are also encouraged to share if they need captions, a British Sign Language interpreter or any other specific access requirements. | Stating positively what measures are in place can reassure participants, and specific information is more helpful than a general statement saying the session will be ‘accessible’, as this means different things for different people. Having a clear line of communication for other access requirements, stated in a practical way, models a ‘social model’ approach. |
| All participants are provided with information about the digital platforms that will be used. For example, there is a link to information about Collaborate, including troubleshooting tips. | Having information about the platforms allows participants to familiarise themselves with them, ask questions, or identify any issues with inaccessible platforms. |
| Session slides and resources (e.g. glossary/key words list) are provided a week in advance. | Having resources in advance can support users of assistive technology, who may need to set up software in advance to access materials. It can also support those who prefer to look at materials and familiarise themselves with terminology in advance. |
| Pre-session activities are provided for certain sessions. | Pre-session activities can support people to feel prepared for the session, and be familiar with material. It can also help to reduce session length, which is desirable as long sessions can present an access barrier. |
| At the start of the session | |
| There is a welcoming note on the first slide, which encourages participants to let the facilitator know If they have any questions. | This helps people to know they are in the right place, and sets a friendly tone. Online sessions can be daunting, so this helps to mitigate against this. |
| Netiquette and intro to the platform. This includes letting participants know different ways to participate (chat, reactions, hands up, mic), encourages a relaxed session, gives information about breaks, and etiquette in relation to microphones and cameras. | Setting the tone is important in terms of access. Sharing information about various ways participants can participate – and not prizing one form of participation over another – encourages people to participate in the way that works best for them. Breaks and relaxed sessions are important, as sitting at a screen for 90 minutes is inaccessible to many people. Etiquette re; microphones and cameras helps to avoid distractions and background noise, which can be an access barrier. |
| Starting the session with an icebreaker: “Choose an emoji which represents how you’re feeling today”. | Helps in terms of ‘reading the room’; checks participant understanding of chat function; sets a friendly tone. I borrowed this technique from Lindsay Jordan. |
| Starting promptly but slowly. | Shows people who arrive on time that they’re valued, and fosters a culture of punctuality where possibly; however, by starting slowly there’s less risk of latecomers feeling excluded. Starting on time also avoids the content being rushed. |
| Latecomers are messaged by direct message. They are sent a quick message that welcomes them, reassures them that it’s OK to have joined late, and to review the recording if they need to catch up. | Encourages a culture where people’s presence is valued, and lets people know how to catch up. It avoids a situation where people are too embarrassed to participate if they are late. |
| During the session | |
| All written content on slides is read out, and images are described. | This allows all participants to have access to the visual material (text or image based). Some participants may have impairments that make viewing images or reading text a barrier. Others may prefer to just listen, and not look at the screen. |
| Regular and full pauses for questions or comments. | Pauses need to be long enough for participants to formulate questions and comments, and share them in whichever mode that works for them. Some people may type responses, and need time to do this. Breaking throughout the session gives space for reflection before moving on. |
| Range of activities: presentations, whole group discussion, breakout groups, Padlet, case studies | Helps to ensure participants have different ways to participate and contribute, as one activity type may be more accessible than another. Several short activities can also support with attention and focus. |
| Recording session, and making it available to participants only. | Participants can freely take breaks, or listen without notetaking, if they prefer. Latecomers can catch up. As the sessions are repeated, the recordings aren’t shared more broadly so that participants feel able to speak relatively freely. |
| After the session | |
| Sending PDF copies of Padlets after session. | All participants can review what other groups and participants noted down in their own time. Takes the pressure off reading lots of text during the session. Acts as a ‘crowd sourced’ resource that participants can draw upon in future. |
| Resources | |
| Moodle | Moodle resources meet Blackboard Ally requirements, to ensure that they are accessible. Moodle is structured in a clear, logical way, to support participants to find information easily. |
| Slides | Slides are formatted to meet digital accessibility requirements. Further guidance here: https://youtu.be/G7HOQ-fJeMg |
| Word documents | Word documents are formatted to meeting digital accessibility requirements. Further guidance here: https://youtu.be/BAVVKvcenX8 |
| Recording of sessions | Recordings of sessions are available to support participants to review information. This may include information they missed due to lateness, needing to take a break, or just something they want to reveiew. |