Final Teacher Checklist
A one-page checklist for repeat use — before, during, and after teaching. This is deliberately the shortest section in the toolkit: after reading the rest once, this page alone should be enough to prompt good practice on an ordinary teaching day. Before I Teach ☐ Have I made my materials accessible? ☐ Have I provided […]
Short Teaching Scenarios
Ten realistic scenarios, each grounded in a barrier covered in more depth in Part 3. These are written to be used directly in staff training discussions, or read individually by a teacher facing a similar situation for the first time. Each includes brief context on why the situation arises, not just what to do about […]
Physical & Sensory Environment
Quick Actions (30-second read) Check that any new or changed room is genuinely accessible before confirming it. Offer sensory-friendly, low-stimulation spaces for breaks or exams. Reduce unnecessary noise and visual clutter in teaching spaces where possible. Keep classroom layouts and routines predictable, with advance notice of any change. Ask a student directly how, or whether, […]
Inclusive Lectures & Communication
Inclusive Lectures & Communication Quick Actions (30-second read) Face the class and keep your face visible and well-lit when speaking. Use a microphone consistently where any assistive listening system is installed. Repeat or summarise a student’s question before answering it. Structure group discussions with clear turn-taking, not open-floor debate. Give written, advance notice of any […]
Executive Function & Organisation
Quick Actions (30-second read) Upload materials on a predictable schedule, at least a week ahead where possible. Give instructions in writing as well as verbally. Break large assignments into staged checkpoints. Use visual schedules, checklists, and reminders as standard course tools. Offer a simple, non-judgemental process for flexibility on deadlines. Recognise a student’s strengths, not […]
Belonging & Disclosure
Quick Actions (30-second read) Build flexible support into course design for everyone, not only students who disclose a condition. Offer a private, low-stigma route to discuss support needs. Avoid framing an adjustment as special treatment in front of others. Check in proactively, rather than waiting for a student to report a problem. Recognise a student’s […]
Accessible Documents and Digital Content
PDFs, slides, LMF, captions
Accessible Assessment and Exams
Timed exams, marking criteria, exam access