Overview

Accessibility is an important part of inclusive practice. While the terms are sometimes used interchangeably, accessibility relates to the practical aspects of inclusive design. In essence, accessibility means considering various factors to ensure that all students, regardless of their abilities or disabilities, can fully participate and engage in the learning experience. This includes:

• Physical learning spaces
  
  
• The online environment
  
  
• Design of learning materials

Accessible practice at the University of Bedfordshire is based on the principles of Universal Design for Learning (UDL). This framework aims to improve and optimise teaching and learning for all people based on scientific insights into how humans learn. A syllabus designed and based on the principles of UDL has the potential to provide additional access and participation. This type of syllabus provides a variety of options for how information will be presented for the course, how students will be assessed, and ways to participate in the course as well as explicit expectations and available supports. UDL works most efficiently in the design stage of learning environments.

University of Bedfordshire approach to accessibility

The University’s guidelines on accessibility are drawn from the principles of UDL. This framework aims to improve and optimise teaching and learning for all people based on scientific insights into how humans learn. Our dedicated UDL guide provides more detailed information on and practical applications of the framework, as does the CAST website

Developing your accessible practice

The following are approaches for developing the accessibility of your practices:

• Ensure that all course materials, including online resources, are accessible to all students. This may involve providing alternative formats such as braille, large print, audio recordings, or electronic text (also see Blackboard ALLY information below).
  
  
• Work with students who have declared disabilities to implement appropriate accommodations and make it clear to all students that they should feel safe to declare any disability/learning difference.
  
  
• Make sure that students are aware of the support available to them and encourage them to seek help in a timely manner.
  
  
• Provide staff and students with training and resources on accessibility issues and best practices for creating an inclusive learning environment. Raise awareness about the importance of accessibility and encourage a culture of inclusivity on campus.
  
  
• Use technology responsibly to enhance accessibility rather than create barriers.
  
  
• Ensure that websites, learning management systems, and other digital platforms are designed with accessibility in mind and comply with relevant standards and guidelines, such as the Web Content Accessibility Guidelines (WCAG)
  
  
• Foster collaboration among staff, students, support services, and other stakeholders to continuously improve accessibility and address any barriers or challenges that arise. Actively seek feedback from students with disabilities to ensure that their needs are being met effectively.
  
  
• Familiarise yourself with relevant laws and regulations governing accessibility in education and make sure you are complying with these requirements.

Tools for creating accessible learning materials

The University has a range of tools available to support you in ensuring that your learning resources and materials are fully accessible:

• Blackboard ALLY: ALLY provides you with information on the accessibility of your uploaded learning materials and allows students to access them in a format appropriate to their needs. A quick guide to ALLY is provided by Blackboard; the Academy’s Digital Learning Team can also provide advice on using ALLY to ensure your online content is accessible.
  
  
• Microsoft’s accessibility tools: Microsoft has a range of features that can be used to ensure materials developed in Office are fully accessible, and to support students with disabilities/learning differences.

Reflect on your practice

The following questions support reflection on the accessibility of your practice:

• Have you ensured that there are no physical barriers that could impede access to campus spaces?
  
  
• Do you enable students to choose seating that works best for them, to accommodate different needs and preferences?
  
  
• Are the chairs accessible and adjustable?
  
  
• Do you know how to create accessible learning materials, and how to access relevant training?
  
  
• Have you checked your BREO units for accessibility, using ALLY?
  
  
• Have you considered how you might provide an appropriate learning environment for neurodivergent students? Are you aware of their needs?
  
  
• Does your recorded video content have subtitles/captioning?
  
  
• Have you provided a transcript for your video/audio content?
  
  
• Have you shown your students how ALLY can be used for downloading alternative formats of learning materials?
  
  
• Have you considered possible digital divides amongst your students e.g. lack of home access to the internet or a laptop?