For students, accessibility means having the opportunity to study at university regardless of personal characteristics or life circumstances. The accessibility of higher education covers teaching methods, learning environments, digital systems, physical spaces, attitudes and culture. (OHO! project 2017–2019). Promoting accessibility is based, among other things, on the Non-discrimination Act (1325/2014) and the Act of the Provision of Digital Services (306/2019).
Accessible teaching enables all students to participate, learn and demonstrate their learning. Diversity among students is taken into account in the planning and delivery of teaching. (OHO! project’s accessibility criteria). In accessible teaching, teaching methods are versatile and students’ needs and different learning styles are considered (Pynnönen, Eskola & Muuronen 2020, 132).
Accommodating diverse learners
All students benefit from accessible teaching. As a group, students are diverse in many ways: they have different life situations, cultural or family backgrounds, health conditions, or challenges related to study skills and ability. Read more about diversity in teaching.
Students with learning difficulties, illnesses or disabilities benefit the most from accessible teaching. Learning difficulties may be caused, for example, by dyslexia, ADHD or an autism spectrum disorder. A student may also have mental health challenges, a physical illness, or a sensory or mobility impairment. Read more about learning difficulties in the Student’s Guide.
Accessible teaching and individual study arrangements
Accessibility in teaching can be approached in two complementary ways. Teaching can be planned and delivered to be accessible from the outset by taking into account the diversity of learners. Alternatively, individual arrangements may be put in place for students who need them. The proactive consideration of accessibility can reduce the need for individual arrangements. (Nieminen 2021, 62, 70–72.) Neither approach is intended to compromise the learning outcomes of a degree or course but to support all students in achieving them.
At Tampere Universities, personalised arrangements are called individual study arrangements. Students can be advised to obtain a proposal for individual study arrangements if they have a learning difficulty, illness, disability, or similar condition that affects their studies. Read more about accessibility and individual study arrangements on the intranet.
On this page, we focus on the second alternative: how to design and implement teaching that is accessible and supports the learning of all students as much as possible. This approach is supported, for example, by the Universal Design for Learning (UDL) model.
Universal Design for Learning (UDL)
Accessible teaching can be designed using the Universal Design for Learning (UDL) model. It emphasises a flexible, dynamic and active approach to teaching, with a focus on alternative approaches and designing teaching methods to accommodate student diversity. The aim is to reduce the need for individual arrangements by making teaching as accessible as possible from the outset. (Nieminen 2020 2020, 123–124.)
The UDL model consists of three principles:
- Multiple means of representation to provide learners with various ways to acquire information and knowledge (representation).
- Multiple means of expression to provide learners with alternatives for demonstrating what they know (action & expression).
- Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn (engagement).
Teachers can use this model to plan accessible courses or course components (materials, assessment methods, etc.). To learn more about the model, please visit CAST’s Universal Design for Learning website.