Facilitating Accessible Teaching and Learning by Moving Beyond the ‘Average’ Classroom

“If a [student] can’t learn the way we teach, then maybe we should teach the way they learn.”
–Ignacio Estrada

By Ameera Ali

This simple yet enlightening quote reflects a key principle which fundamentally guides my entire teaching praxis. Given that each classroom environment is unique, the dynamics of university classrooms are always contextual and contingent upon the students who comprise these spaces.  Considering the diverse composition that university students embody, it is safe to say that a one-size-fits-all approach to teaching and learning is not entirely equitable.  Indeed, students learn through different modes, at different paces, and through various means of engagement.

To address the various learning needs of my own students, I have endeavoured to adapt my teaching in-line with Universal Design for Learning (UDL). In a nutshell, UDL is a framework which seeks to utilize multiple and flexible teaching strategies to support the learning needs of all students (Dolmage, 2017).  The individual ways educators go about this will surely vary.  Thus, in this blog post, rather than providing a [check]list of the particular strategies I use in my own practice, I pose several key questions which often inform my teaching and invite you to consider these as you critically reflecting on your own teaching practices.  Below are a few UDL-informed critical questions that I have developed and continually ask myself when reflecting on my teaching.

Means of representation

• Which students am I able to ‘reach’ through my teaching? Which do I leave behind?
• Do I provide a range of auditory, visual, and written forms of the material I teach?
• Do I provide various ways of acquiring knowledge in my classroom? Do I reproduce dominant forms of knowledge transmission through my own teaching techniques?

Means of action and expression

• Do I acknowledge that not all students produce knowledge in similar ways? In what ways do I facilitate knowledge expression that embraces diversity in ability?
• Are there any forms of knowledge expression that I embrace more than others in my practice? Are there ways of expressing knowledge that I marginalize or disregard?
• Do I provide a diverse range of modes through which all students can equitably communicate their knowledge to myself and others in the classroom space?

Means of engagement

• Do I assume that all students work and learn at the same pace?
• Do I value certain forms of engagement and participation over others?
• Do I offer opportunities that cater to the many ways that students engage in the classroom? Do I provide opportunities for every student to be engaged in their own way?

Striving to ensure that my own teaching practices are as equitable and accessible as possible involves constant reflection on both my teaching practices as well as the learning opportunities I provide my students with.  The questions above allow me to reflect on my teaching practices and move beyond an ‘average’ way of teaching, which subsequently helps me to move beyond an ‘average’ classroom that presumes an ‘average’ learner.  When reflecting, I am able to consider how I can diversify both my teaching and the learning environment I create so that I am not presupposing a particular learner—instead, I strive to ensure my teaching is accessible for all.

These questions can be considered with any groups of students one works with regardless of whether or not they are aware of any particular student learning needs.  The questions are intended to stimulate considerations as to how to create a diverse, inclusive, and accessible learning environment that is already in place so that students do not necessarily have to ask to be accommodated nor are they pressured to conform to an environment that may not be inclusive to their learning needs.  Depending on the students we work with, our responses to these questions will shift, as will our practices.  When I am aware of specific learning needs of my students (either through letters of accommodation or through soliciting this information myself), I often adopt Nelson’s (2014) five-step framework to implementing UDL which involves the following steps:

Identify the learning needs of students

Investigate the best strategies for addressing and supporting these needs

Teach using these practices

Reassess student learning and the impact these techniques are having on students

Reflect on what needs to be changed, revised further, or remain the same

My primary objective in using these exercises is to reduce and eliminate any potential barriers to learning that may prevent students from fully engaging in the course. I strive to integrate strategies that all students can potentially benefit from and create a space where all students feel equally valued, supported, and competent in their learning. In line with the opening quote of this blog, my pedagogical praxis strives to change the learning and not the learner.  In all of the amazing teaching that you do, I invite you to consider some of these questions while creating questions of your own.  Considerations as simple as these can prompt small changes that can have large impacts on our students (Lang, 2016).

References

Dolmage, J.T. (2017). Academic ableism: Disability and higher education. Ann Arbor, MI: University of Michigan Press.

Lang, J.M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.

Nelson, L.L. (2014). Design and deliver: Planning and teaching using Universal Design for Learning. Baltimore, MA: Paul H. Brookes Publishing Co.

About the Author

Ameera Ali is a doctoral candidate in the Gender, Feminist, Women’s Studies Program at York University whose research interests are broadly located in the areas of accessible teaching and learning in higher education, critical disability studies, and childhood studies. Ameera is involved with the Teaching Commons at York and is a Teaching Assistant in York’s Department of Sociology.  Her involvement with the Teaching Commons community has critically informed her pedagogical praxis and has inspired her lifelong commitment to the field of teaching and learning.