Creating an accessible learning environment: Anticipating and resolving practical barriers
Chapter 16 of the book Transitions in Undergraduate Mathematics Education considers the question of Creating an accessible learning environment: Anticipating and resolving practical barriers.
A screen reader accessible version of this chapter is available on request from Emma Cliffe.
This development was produced by Emma Cliffe. Information is correct as of 2015. The information is suitable for Higher Education. The information is suitable for Lecturer. Further information can be found at:
This development is relevant to:
- Subjects: Mathematics, Statistics and Operational Research
- Disabilities: ADHD/ADD, Autism Spectrum Disorders, Dyslexia, Dyspraxia, Hearing Impairments, Medical Conditions, Mental Health Difficulties, Physical Disabilities, Visual Impairments
- Difficulties: Auditory difficulties, Information processing difficulties, Language/Comprehension difficulties, Memory/Recall difficulties, Motor/Manual Dexterity difficulties, Stamina difficulties, Visual difficulties.
The particular STEM challenges considered are:
- The challenges successfully met were:
- To meet these challenges the following processes were employed:
- The following skills were also built:
Overview of content
- Revisiting the legal framework
- Disabled students in higher education mathematics
- Accessing mathematical studies: Practical issues and concerns
- Students with print-disabilities
- Students with hearing impairment
- Students who cannot effectively use pen and paper
- Summary of practical barriers
- Resolving practical barriers and anticipatory approaches in mathematics
- The primary practical barrier: Failure to anticipate and plan
- Resolving practical barriers: Approaches and required infrastructure
- Accessible mathematical documents
- Creating mathematical output using assistive technology
- Working with support workers
- Required infrastructure
- Anticipating practical barriers: Collaborative approaches
- A checklist for departments: An idealised approach
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