Tips for inclusive tutorials

  1. Before meeting a student for the first time, check any reasonable adjustments and Do-It Profiler scores. Liaise with Accessibility (accessibilityadmin@fxplus.ac.uk) as appropriate.
  2. Provide structured, consistent sessions that include:
    • Review of previous tutorial.
    • Overview of material to be presented.
    • Summary (ideally written or recorded) at close of the session.
    • Emphasis of important points, main ideas and key concepts.
    • Clearly defined expectations and student's responsibilities.
  3. Consider the setting: try to eliminate distractions such as noise, flickering lights, interruptions etc.
  4. Encourage (but don’t force) students to disclose any disabilities or issues.
  5. Provide aids such as hearing loops if required.
  6. Consider physical access issues (e.g. wheelchair access, space for student’s support worker etc.)
  7. Offer rest breaks and the opportunity to move around if desired.
  8. Ask student what strategies have been helpful in the past and how they learn best.
  9. Try to match your teaching style with student’s preferred learning style, e.g. visual/verbal, diagrams/lists, written/recorded information etc.
  10. Use clear, concrete language and avoid slang, jargon and figures of speech.
  11. Provide feedback and monitoring (Did you understand that concept, shall I explain further?) Maintain eye contact and practise active listening skills to give feedback.
  12. Encourage students to record the tutorial if helpful.
  13. Ensure that printed materials and writing are visually clear (e.g. appropriate font size, spacing, background colour etc.).
  14. Review progress so far. Clarify any concepts and define any words the student does not know. Keep explanations concrete and relate them to student's life experiences whenever possible.
  15. Review ongoing assignments and make sure student understands what to do, how to do it and when to do it by.
  16. Where appropriate, discuss feedback from previous assignments to help student apply it to future work.
  17. Help student break down complex study tasks (such as dissertations) into smaller steps and set him/herself deadlines.
  18. Encourage questions and discussion to monitor understanding of new concepts and assignments.


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