Creating Accessible Tutorials

Consider the location of your tutorial. Are the room and the route to it wheelchair accessible? Is there a minimal amount of background noise? Is the lighting sufficient?

Ensure that all members of the group can see each other clearly. This is especially important for sensory impaired students. The term 'sensory disabilities' refers to vision and hearing impairments. A semicircle is often the best seating formation to allow enough room so that wheelchair users can sit within the group.

Provide students with reading lists in advance (several weeks prior to term starting). This will enable those who require text in alternative formats plenty of time to have these transcribed.

Prioritise reading lists so students are aware of which is the most important material; remember that not all students will be able to read everything on the list.

Allow students sufficient time for taking notes in your tutorial. If this is difficult for them they may use a laptop computer or recording device, or another person may act as their notetaker.

If tutoring students in a small group, try to manage the discussion in a way that ensures all students get an opportunity to talk. Ensure that only one student speaks at any given time (this is vitally important for students with a hearing impairment). Remember that some disabled students take longer to process auditory information, some may have difficulty picking up on visual cues indicating when it is appropriate to join in and others may take longer, due to speech impairment, to get their message across.

Beware of asking students to read a text and to respond immediately in a tutorial situation. Some students, for example those with vision impairments or dyslexia, may take longer to read and digest information. It may help if this material is given to students prior to the tutorial so they have had a chance to read it before discussion begins.

If giving references in the middle of a tutorial, it helps disabled students if these can be written down. Students with hearing impairments and dyslexia may find it difficult to take down a reference that is only given orally.

If another student is to lead the tutorial, suggest that they provide a copy of their notes to all students at the start of the tutorial and inform them beforehand of any specific communication needs of their audience.

Provide a copy in advance of any OHPs or slides you will use.

Students who use an interpreter will require any new jargon or technical terms in advance so that the student and interpreter can agree on an appropriate sign for the new terminology. Remember that sign language interpreters need short breaks during their interpreting - five minutes every half an hour is recommended. Ensure the tutorial stops during this time or plan an activity that does not require the use of verbal language.