accommodate students with an officially recognised disability, impairment or medical condition.” You have now successfully guided your diverse students through your course. We have highlighted planning as an essential feature of inclusive teaching, mostly because reactive adjustments of teaching practices are often too late to be meaningful for the students affected. The adoption of accessibility and inclusivity practices benefits all students, not just those with a particular background. The next two sections present information about resources available at Macquarie University for staff and students and elsewhere for you to – – assist your students, or to find out more about inclusive practice. Q Should alternative assessments be made available to all students? – A If you have decided that the alternative assessment meets the intended – learning outcomes and maintains academic standards, then why all shouldn’t students have the choice to undertake this particular form of assessment? If you decide that this is not appropriate, you need to ask yourself: why not? In the case of formal examinations, how important is it that the examination is time-bounded? What skills are being assessed? If it is the ability to work under pressure, what is the relative weighting of this skill compared with the others being tested, such as knowledge, or the construction of essays? In other words, consider the possibility of redesigning the assessment for everyone. Myth 5: Students with disabilities are too time-consuming and their needs are too difficult to cater for in a university environment. Reality: These students are highly motivated to attend tertiary education and training and overcome any barriers they may encounter during their participation. They are usually very well organised and experienced in finding solutions to problems which may initially appear daunting to staff. Moreover, the support you require to assist these students is readily available within the University. Myth 6: Some courses are not suitable for students with disability. Reality: This statement stems from preconceived ideas about people’s capabilities, accommodating their course needs and future employment options. Such students have the same right as others to aim for careers consistent with their goals, interests and abilities and should not be denied opportunities because of such preconceptions.
accommodate students with an officially recognised disability, impairment or medical condition.” You have now successfully guided your diverse students through your course. We have highlighted planning as an essential feature of inclusive teaching, mostly because reactive adjustments of teaching practices are often too late to be meaningful for the students affected. The adoption of accessibility and inclusivity practices benefits all students, not just those with a particular background. The next two sections present information about resources available at Macquarie University – for staff and students – and elsewhere for you to assist your students, or to find out more about inclusive practice. Q – Should alternative assessments be made available to all students? A – If you have decided that the alternative assessment meets the intended learning outcomes and maintains academic standards, then why shouldn’t all students have the choice to undertake this particular form of assessment? If you decide that this is not appropriate, you need to ask yourself: why not? In the case of formal examinations, how important is it that the examination is time-bounded? What skills are being assessed? If it is the ability to work under pressure, what is the relative weighting of this skill compared with the others being tested, such as knowledge, or the construction of essays? In other words, consider the possibility of redesigning the assessment for everyone. Myth 5: Students with disabilities are too time-consuming and their needs are too difficult to cater for in a university environment. Reality: These students are highly motivated to attend tertiary education and training and overcome any barriers they may encounter during their participation. They are usually very well organised and experienced in finding solutions to problems which may initially appear daunting to staff. Moreover, the support you require to assist these students is readily available within the University. Myth 6: Some courses are not suitable for students with disability. Reality: This statement stems from preconceived ideas about people’s capabilities, accommodating their course needs and future employment options. Such students have the same right as others to aim for careers consistent with their goals, interests and abilities and should not be denied opportunities because of such preconceptions.