3. Start of the semester

Topics: Open communication, assessing needs, transparency.

Open communication and assessing needs

Particularly at the start of the semester, teaching staff can lay the foundations for an accessible learning environment. A respectful and appreciative approach forms the basis for successful teaching and an inclusive learning culture. At the start of your course, you can contribute to this by introducing binding rules for interaction – for example, in the form of netiquette or clear feedback guidelines – and reflecting on them together with the students. These rules not only help to structure communication but also create a safe space in which all students feel confident to express their opinions, ask questions and offer constructive criticism. It is important to signal openness and flexibility through a clear stance and communication, and to actively draw students’ attention to the opportunity to specify their needs. A targeted, early and anonymous survey of individual requirements and trigger topics (e.g. via EvaSys) makes it easier to find suitable solutions in good time. For example, there may be students who rely on live subtitling or an Inductive hearing system. If the room allocated to you is not equipped with such an Inductive hearing system but one is required, a request should be made to change rooms or, where possible, the relevant assistive technology should be obtained. As teaching staff at Bielefeld University, you have access to the following accessible set of slides (PowerPoint), which you can integrate into your introductory sessions to provide a natural platform for discussing the topic of disability. In addition, please draw students’ attention to the accessibility services (ZAB) and thus support them in accessing disadvantage compensation.

Transparency

Furthermore, the schedule for the lecture term should be presented transparently. Both a clear schedule of all sessions and the specific requirements and types of assessment (active participation, excursions, etc.) should be communicated at the start of the semester. In this context, please indicate when topics that may be triggering are likely to be discussed.

Where possible, offer various options for active participation (lectures, essays, etc.). It is also helpful to make teaching and learning materials available online in a timely manner and in an easily accessible format, so that all students can prepare for the course as effectively as possible. 

Guidance on creating accessible presentation slides can be found under PowerPoint (checklist and implementation guide). 

To provide you with the best possible support – including specific recommendations for action – in planning and implementing an accessible and inclusive teaching and learning environment, you can use the ‘Digital Teaching – Planning in the Context of the Semester’ checklist as a guide.