More than Just Lines on a Map: Best Practices for U.S Bike Routes
Inclusive Teaching and Learning in Higher Education
1.
2. What does diversity mean and
what does it cover?
3. Disability, gender, religion or
belief, age, race, sexual Orientation
Individuality
Different learning styles
Support requirements
4. Visual impairments
Hearing impairments
Mobility difficulties
Personal care requirements
Specific Learning Difficulties (i.e.
Dyslexia, Dyspraxia, ADD, ADHD, visual
processing difficulties, etc.)
Medical Health Conditions
(HIV, epilepsy, asthma, chronic fatigue, cancer
etc.)
Asperger’s, Autism Spectrum Disorders
Mental Health Difficulties
Neurodiversity
5. Multisensory teaching
Breaking information down into manageable
chunks
Reducing blocks of text, working more with
bullet points, graphs, mindmaps etc.
Handouts in advance
Avoiding white paper –using coloured paper for
handouts
Accessible resources electronically
User friendly fonts (i.e. arial, comic sans, verdana
etc.)
Summarising, concluding, highlighting
6. Structured teaching delivery which reinforces
learning by repeating information in different
ways.
Interactive learning, opportunities for
reflection, Q&A, discussion
Help with organisation of information and
materials
Advance notice of deadlines, reminders
Constructive feedback
Additional tutorials, mentoring
Exam arrangements, alternative methods of
assessment
Assistive technology
7. Inclusive
environment, facilities, curriculum, assessment
and resources
Proactively anticipating instead of reacting to the
disability
Communication
Making reasonable adjustments without
compromising academic standards
Reasonable adjustments based on individual
requirements
Avoid making assumptions
Facilitating and enabling
Confidentiality/ discretion
8. University of Warwick Disability Services
◦ http://www2.warwick.ac.uk/services/tutors/disabili
ty/
◦ Tel: 024 7615 0641
◦ Email: disability@warwick.ac.uk