Challenges and Strategies for Access under Various Teaching Methodologies

As our population of students diversifies and we work to more create learner-centered environments, many instructors are beginning to vary the teaching strategies they use in their courses.  The following chart describes some access challenges to different teaching methods and presents strategies that can help to off set them.

	Challenges	Strategies
Lecture	Requires sustained concentration, retention of information, fluency in spoken language, and note-taking	Create and post detailed notes on an accessible Website, provide periodic breaks during long sessions, provide adequate space and lighting for interpreters/captioners; allow time for questioning and clarification throughout presentation
Group Work	Often requires substantial, appropriate physical space; use of printed materials; sustained concentration; interpersonal, communication and writing skills; may spark anxiety issues	Design group roles to ensure that individual differences are naturally mediated through distribution of responsibilities; minimize the amount of printed materials and assure accessible formats when necessary; design physical space to minimize noise level and distraction; provide periodic breaks
PowerPoint and Overhead	Requires use of visual information (clarity, color, size, and density of slides); lighting may be an issue	Create slides with a solid background (light text on dark background); use at least a 24- point font (Arial, Times New Roman); describe slides orally; limit the number of slides; allow adequate time for the audience to read each slide; use software to create accessible PowerPoint slides to post to an accessible Website
Videos / Films	Requires use of auditory and visual information; lighting may be an issue	Ensure videos are captioned; prepare a disk of descriptive narration or transcript for ready availability of alternative format
Written Exercises	Requires reading, writing, access to print formats and English language fluency	Present written exercises as group work OR allow for the use of assistive technology, reader, scribe, or a dictated response; use at least 18-point font on a solid background using simple, intuitive language
Activities	Often requires substantial physical movement, use of auditory and visual information and English language fluency; may spark anxiety issues, compromise the effectiveness of accommodations (sign language interpreters/captioners), and prevent adequate control of physical environment (noise, space, lighting)	Carefully plan and consider the value of the activity due to the wide range of issues and individual differences of participants; consider options to accomplish the same goals If you choose to use an activity, ensure that you plan necessary supports to allow for ease of movement and communication.  Practice variations of the activity with user/experts to evaluate inclusiveness
Discussions	Requires English language fluency, use of auditory information and adequate sound barriers; may require note- taking, sustained concentration, and use of visual information; may compromise effectiveness of accommodations (sign language interpreters/captioners) and spark anxiety issues	Provide adequate space and lighting for sound barriers as well as alternative communication (interpreters/captioning); provide options for participation, such as note cards; summarize key points; design seating arrangements that provide face-to-face contact for all participants

** Taken from Universal Design for Inclusive Lectures and Presentations; the Association on Higher Education and Disability; http://ahead.org/publications.php#Brochures