4. Inclusive Classroom (Checklist)

Contents: Atmosphere/interaction, performance, materials/methods, creating structure.

To meet everyone’s needs and enable you to use these resources whenever and wherever you like, this checklist, along with two further checklists on the topics ‘Digital Teaching – Planning in the Context of the Semester’ and ‘Digital Teaching – Planning in the Context of a Session’ are available for download as a single document: ‘Planning Inclusive Digital Teaching’ (Word document).

Atmosphere/Interaction

1. Where the group size allows, make an effort to get to know the students; for example, hold an introduction or pronoun-sharing session during the first session.
2. Give students with specific needs the opportunity to discuss these with you (in a safe space). Make every effort to accommodate their needs.
3. Be approachable to students.
4. Ensure that all students have the opportunity to speak during the session.
5. Ensure that communication with and amongst students is respectful.
6. Do not tolerate insults or racist, ableist, sexist, xenophobic or other forms of discriminatory behaviour.

Assessment

1. Allow for alternative forms of active participation (e.g. oral or written contributions, forum posts, reflection tasks in the LMS, seminar discussions, Canvas boards, presentations, …).
2. Use inclusive or alternative assessment formats (e.g. formats based on the criteria of Constructive Alignment, or projects, portfolios, group work, etc.).

Materials/Methods

1. Ensure that the teaching and learning materials used are designed with diversity in mind. 
2. Select methods that allow students to learn in different ways and that cater to different preferences and strengths.
3. When planning the course, consider collaborative methods. 
4. When planning the course, consider methods that encourage reflection.
5. Vary the format during the session.
6. Encourage students to be mindful of accessibility themselves, for example when creating documents, media (e.g. videos) or sharing resources.
7. When using PowerPoint (both you as the teacher and your students), make use of automatic live captions.
8. Provide participants with any required materials and suggested discussion questions at least 3 days before the session. 

Establishing structure

1. Ensure transparency: stick to agreed deadlines, communicate assessment requirements, provide clear instructions, and clarify responsibilities (“who is required to source assignments or submit work, and by when”).
2. Make the session’s agenda clear from the outset. 
3. Schedule regular short breaks for everyone. These should be clearly communicated. 
4. Provide written handouts.