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Inclusive & Accessible Teaching

Inclusive & Accessible Teaching Adjustments 

At the University of Salford, we have introduced inclusive and accessible teaching adjustments to remove barriers to learning for all students, to enhance your learning experience and enable you to independently develop graduate skills during your studies. These adjustments are also particularly useful to our students with disabilities or specific learning difficulties.  

Check out the adjustments we make for you and see how they will enhance your learning. 

Note making 

  • Lecture materials, such as PowerPoint slides, will be released a minimum of 24 hours in advance of a scheduled session. 
  • Any documents will be uploaded to Blackboard as PowerPoint, PDF and/or Word. 

Sensus Access, a conversion software, is available to you and will convert documents in to an accessible format or MP3 file:  

This helps you take responsibility for note making which involves considering what you see and hear and your own independent thoughts, and summarising what you have learnt from engaging in the learning. You can read information in advance of sessions to prepare for what is coming up and if you’ve time you can read around the subject to give you a greater understanding of your taught sessions. This allows you to look up terminology, and consider any questions you may wish to ask in sessions. Having an electronic record will make it easy for you to file your notes and keep them organised for referring to and as a revision aid. 

Recording

  • You can record sessions with your own recording device. You should follow the University’s ‘Guidance for Students on Using recording Devices’ (in Part B of your Programme Handbook). Where sensitive and/or confidential information is being shared, you must adhere to good practice in relation to the sharing of this type of information.  

Recording ensures you capture the content of sessions and actively engage with the learning resources provided. 

In-class activity

  • Pre-class information about forthcoming discussion sessions and activities will be provided. Alternatively, you will receive written information in-class with time to assimilate instructions and prepare.  
  • Notice will be given, where feasible, at the beginning of the module of texts that you may be required to read aloud.  

Receiving information in advance gives you the opportunity to read and take in information before the session so you can contribute more effectively in class and get the most from your learning experience. You can also prepare any questions for your tutor. 

Audio/video materials 

  • Copies of audio-visual material used in teaching will be made available for loan through the Library where available. Alternatively, video and audio clips or other recordings will be provided on Blackboard so you can revisit the recording. 
  • Practical tasks may be recorded so you can watch the demonstrations again. 

Watching or listening again is useful as your memory is often helped when you absorb information in different ways, using different senses. Re-accessing materials will help you better understand the subject and remember so you can refer to the information in assignments and use as an aid to revision.  

Reading lists  

  • Your recommended reading is divided into core and further reading. This includes electronic format versions of texts (or chapters & articles) where possible. Where these are available the list will indicate eBook or Online resources so you can search and filter.  

Aiming to read your core texts (or recommended sections) gives you key information in addition to that provided in your taught session. It helps you prioritise your reading. The further reading helps you explore the subject more fully but can be challenging if you find accessing texts challenging. 

Your School’s Academic Librarian may be able to assist you in prioritising your reading list particularly if you find accessing text challenging. 

Glossaries

  • Guidance is available from your tutors on the construction of glossaries of terminology or you will be directed to pre-existing glossaries. 

Although you can get help from your tutors if there is no glossary provided by your course it will help you to create your own. Once you are familiar with the correct terminology and definitions for discipline-based terminology you will be able to use appropriate language effectively to improve your academic writing and professionalism. This is vital when the correct use of language is an assessed learning outcome. 

Academic tutorials 

  • Tutorials are offered by all tutors within designated office hours or through scheduled appointments. You can book in to receive additional explanations of specific topics you did not understand in class. 

It is your responsibility to book this tutorial time with your tutors. You should prepare in advance and have your questions and queries ready, so you make the most of your time. You can also discuss and agree with your tutor the format in which you wish to make a note of action points from your tutorials (e.g. on a laptop, through a recording device or using pen and paper). 

Timetable changes

  • Tutors will provide as much notice as possible of any timetable and room changes and will consider students’ access needs when making new bookings.  
  • You will be notified by an email Blackboard announcement of timetable changes.  
  • Where changes are significant tutors will provide directions to new locations or venues.  

Receiving timetable changes means you do no miss sessions booked outside class time with any support staff such as 1: tutors or mentors you have been allocated. You should inform any of your support staff of the change immediately. It is particularly important to notify your agency in-class providing support so they have as much notice as possible to make sure there are workers available to cover the new timings (e.g. note takers, interpreters or laboratory assistants). 

Assessment 

  • The intended learning outcomes, marking criteria and grade descriptors (what is required to achieve a specific grade) will be made clear to you before the assessment.  
  • Where appropriate you will have opportunities to do assessments (essays and tests) which do not count towards your degree award to allow you to practice and test your learning. 

Assignment briefs and deadlines are all published on your course Blackboard area. With this information you can plan your workload. Using the assignment specification when preparing for and writing your assignment will ensure you are focussed, know where marks will be allocated and understand the level and type of information you need to include in your assignment. 

Feedback 

  • Tutors will aim to provide type-written feedback or ensure their handwriting is legible.  

Contact your tutor, or arrange a tutorial in office hours if you prefer, to receive verbal feedback or discuss the written feedback you have received. This will help you understand what you are doing well and what you need to improve on in your assessed work. You should make a record of any feedback provided verbally for your own future reference.