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Good practice for all: teaching disabled students in an online environment Part 2

Good practice for all: teaching disabled students in an online environment Part 2. Presented by Abigail Mann Annual Learning & Teaching Conference 2014. Agree on a general structure and a minimum production quality for online lectures Put personality into your lecture

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Good practice for all: teaching disabled students in an online environment Part 2

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  1. Good practice for all: teaching disabled students in an online environmentPart 2 Presented by Abigail Mann Annual Learning & Teaching Conference 2014

  2. Agree on a general structure and a minimum production quality for online lectures • Put personality into your lecture • Keep your delivery lively • Record video of yourself delivering the lecture • Include externally sourced supporting videos • Live streamed summative online lectures

  3. Set out furniture in an accessible layout • Do not turn your back on a deaf student • When teaching a deaf student keep the light on when displaying projected material

  4. All students have the ability to print a hard copy of the slides, transcript and lecture notes in advance

  5. Adhere to personal Study Needs Agreements • All tutors to have a one to one meeting with their disabled students • All tutors to understand the teaching and learning implications of the specific disability of their students before they commence teaching them • Create a voluntary disabled student’s support group

  6. Good practice for all: teaching disabled students in an online environment • Agree on a general structure and a minimum production quality for online lectures • Live streamed summative online lecture • Tutors should ensure that disabled students are confident in using the technology required for their course and to be on hand to assist with this during the year • Set out furniture in an accessible layout • All students have the ability to print a hard copy of the slides, transcript and lecture notes in advance • Adhere to personal Study Needs Agreements • All tutors to have a one to one meeting with their disabled students • All tutors to understand the teaching and learning implications of the specific disability of their students before they commence teaching them • Create a voluntary disabled student’s support group

  7. Any questions? ‘Teaching practices which benefit learners with disabilities are likely to … benefit all learners’. Hall and Tinklin (1998)

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