Accessible teaching

FAU is keen to provide teaching that is as accessible as possible.

As indicated by the special survey called “beeinträchtigt studieren 2” (studying with a disability) carried out by the German National Association for Student Affairs in 2018, it is highly probable that lecturers are already teaching or have already taught students with disabilities or chronic illnesses, even if these disabilities are not obvious at first glance (for instance chronic illnesses or invisible disabilities). FAU is making an effort to increase equal opportunities and to make it possible for everyone to access teaching equally, thereby improving the learning situation for all students in accordance with the aim of the German Rectors’ Conference “One university for all” (2009). Lecturers can make a contribution to achieving this goal in their lectures and seminars by taking care to make their teaching as accessible as possible in terms of how it is taught and how it is organized, by offering accessible digital teaching formats, and by granting individual compensation for disadvantages. Dr. Gündel is the point of contact for students seeking compensation for disadvantages.

Teaching may be inaccessible as a consequence of barriers at various levels:

• due to University structures and culture that have an impact on daily student life
• due to the nature of communication during lectures and seminars
• due to the educational design of teaching and learning materials
• due to the state of buildings and technology

The following gives a brief overview of practical handouts and materials with information on how to make your online and face-to-face teaching more accessible. In addition, the Office of Equality and Diversity regularly offers lecturers training in accessible teaching via the FBZHL, in collaboration with Dr. Gündel, Disability Liaison Officer.

If you require a sign language interpreter, you can contact the local association for the deaf, Bezirksverband der Gehörlosen Mittelfranken e.V.

Accessible digital teaching: Handouts

During the Covid pandemic, virtual events and digital education became a major topic. We would therefore like to give some practical guidelines on how to make your online teaching more accessible.

When creating digital teaching materials, it is important to ensure that the documents can be read by screen readers to make them accessible for visually impaired students. In addition, it is necessary to ensure sufficient contrast and offer alternative ways of adding text to images and graphs. That apart, it is essential for students with various disabilities that teaching materials and bibliographies are forwarded to them in good time.

Universität Hamburg has drawn up a handout for teaching staff giving examples of various obstacles and tips for avoiding them. A more concise overview of measures to raise awareness of gender and diversity issues in online teaching is available from HTW Berlin, and information on digital accessibility in particular concerning visual impairments is available from TH Deggendorf and Universität Marburg (2016), with the latter focusing on creating and scanning documents. On its website, the Erlangen Regional Computing Center (RRZE) at FAU also provides a comprehensive collection of links on the topic of accessible pdf documents, as well as instructions and tips on applications, for instance on the question of how mathematical formula can be make accessible. Information on producing accessible videos is available on the page “Barrierefrei informieren und kommunizieren – für alle“ (BIK, accessible information and communication for all). The website of the German National Association for Student Affairs gives information on how you can support students with disabilities and chronic illnesses to study independently.

An online course from the University of Rostock gives a detailed introduction to creating accessible teaching materials. The Erlangen Regional Computing Center (RRZE) at FAU has also drawn up detailed guidelines on digital accessibility (2019).

Accessible face-to-face teaching: Handouts

Personal meetings are beneficial for pinpointing barriers that might not be obvious at first sight and adjusting teaching sessions accordingly. The lecturer can demonstrate that they are open and willing to provide support by making a point to ask students in the first session to report any special needs by e-mail or by visiting the lecturer during consultation hours. Individual needs can be determined in a confidential atmosphere and if necessary, contact can be made to those responsible, or queries can be forwarded to the relevant offices.

Often, little changes in how you structure your presentation or in the discussion culture can be of great benefit for those affected. The information and advice services on studying with a disability offered by the German National Association for Student Affairs provide an overview of specific measures together with information and teaching suggestions for teaching staff. The National Association for Student Affairs provides handouts and teaching suggestions from various universities. For example, the guidelines from the universities in Mecklenburg-Vorpommern give specific suggestions for how lecturers can react to various requirements.

As stated in the recommendations for encouraging a gender-sensitive and inclusive teaching and learning culture at FAU Erlangen-Nürnberg (2015), successful teaching ought to be student-centered. The recommendations also state the strategic objectives of FAU and give examples of best practice as well as specific advice for designing teaching sessions.

The topic is explored in more detail on a European level in the collaborative project EnhanceIDM that covers methods for inclusive university level teaching.

As indicated by the special survey called “beeinträchtigt studieren 2” (studying with a disability) carried out by the German National Association for Student Affairs in 2018 only 29% of all disabled students applied for compensation for disadvantages. As FAU’s Liaison Officer for Students with Disabilities, Dr. Gündel provides students with advice on this topic. As well as applying for compensation for disadvantages, he is also available to speak to teaching staff and inform them of any specific needs. In addition, as part of the ZIWIS project BliSeh, Dr. Krebs supports blind and visually impaired students (the Office of Equality and Diversity conducted an interview with him for Diversity Day 2020).

The information and advice service for studying with a disability (IBS) of the German National Association for Student Affairs provides information on all issues concerning inclusive studying and teaching across Germany.