This element of the framework relates to an array of practice which can range from your personal delivery (speed of speech, what you say etc.) to the use of multi-media clips in lectures.
Personal delivery of content
There are a number of things you can do to assist disabled students to understand what you are saying such as making sure you face the students when you are talking or ensuring that you write down difficult terminology and references after you have said them.
Using accessible learning materials
It is recommended that you utilise a range of resources in your teaching to ensure you engage the different learning preferences of students but this brings with it various challenges. If you use a video clip from a website for instance a deaf student may not be able to hear it and would benefit from either a transcription of what is said or subtitles on the clip. If you are going to use a video clip please contact the Disability Advice Team so that they can transcribe information (please allow enough time for transcription – at least 3 weeks) or use video clips which are already subtitled. Many YouTube clips are now subtitled. If you view them there is a captioning icon on the bottom of the video player. If you produce them you should include captions through the video manager or YouTube can do this automatically. Please note that this service is not very accurate and you will then need to edit the auto-captions which are produced.
General guidance from JISC on producing accessible learning materials
Producing accessible materials for seminars
Why is this important?
Some groups of students may take longer to assimilate the information which is being relayed. Many dyslexic students for instance have slower phonological processing speeds. Deaf students may have difficulty assimilating auditory information because of limited access to language usage around them and the possibility that auditory memory is less effective as a cognitive learning strategy. Many d/Deaf and hearing impaired students will use lip speaking as a strategy to listen to what is being said. If you don’t face the students they will not be able to follow everything which is being discussed.