Inclusive Learning and Teaching of Students with Impairments Guidelines

All staff members and students.

To support an inclusive learning environment for disabled students/students with disabilities.

Note: ‘Disabled students’ and ‘students with disabilities’ have been used interchangeably throughout this document. This recognises that some people prefer identity-first language, whilst others prefer person-first language. ‘Disabled’ and ‘disability’ are defined in the Definitions section towards the end of the guidelines.

The University is committed through its Disability Action Plan and associated policies to creating an inclusive learning environment where everyone can thrive.

While these guidelines focus on enhancing the teaching and learning environment for students with disabilities, the recommended approaches follow Universal Design for Learning (UDL) principles. UDL principles are central to good teaching and learning practice and benefit all students.

Disabled students/students with disabilities

• Students with disabilities should request support by engaging with Ratonga Hauātanga Tauira, Student Disability Services (SDS) or Inclusive Learning. SDS/Inclusive Learning will consider what reasonable accommodations can be provided to assist participation in the University learning environment.
• Students should request support as early as possible, and adhere to published deadlines, to support timely assessment and implementation of reasonable accommodations and special conditions for tests and exams.
• SDS/Inclusive Learning will work with students, teaching and support staff to develop reasonable accommodations to be delivered through the University’s disability case management system (Symplicity Access).
• Students should advise SDS or Inclusive Learning about any difficulties they encounter, following the processes in the Reasonable Accommodations Disability Procedures.

Teaching staff

Curriculum and assessment design

When setting up a course, teaching staff should:

• Consult TeachWell to learn about inclusive curriculum and assessment design.
• Ensure Canvas courses meet all Canvas Baseline Practices (CBP), including clear and consistent course structure and design, and accessible course materials.
• Follow the University’s accessibility practices and tools (e.g. use UDOIT in Canvas and other accessibility checkers to scan for issues and get quick fixes) so that materials are designed in ways that everyone can use and understand.
• Ensure the Canvas course menu includes the default link to ‘Disability Support’.
• Include a statement in all Canvas Syllabus pages and state in the first lecture of every course that: ‘Students are welcome to discuss any disability-related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor and SDS or Inclusive Learning.’
• Make readings accessible by following the TeachWell best practice guidelines.
• Provide an up-to-date resource list at the beginning of the semester, clearly indicating priority readings and including library-accessible resources wherever possible.
• Where appropriate, provide equivalent choices in assessment format (e.g., written, oral, multimedia formats) to engage students’ diverse strengths while maintaining alignment with learning outcomes.
• Engage regularly with the TeachWell Professional Learning Series to help ensure teaching practices support learning for diverse groups of students.

General classroom strategies

The good practices set out below are particularly useful for supporting disabled students.  However, many of them benefit all students. Teaching staff should:

• Face the class when speaking.
• Use classroom microphones, both lectern and audience microphones (where available), to capture all voices on recordings of taught content. Where audience microphones are unavailable, repeat questions and points from other learners into the microphone to ensure that everyone can hear (both in the teaching venue and on the recording).
• When referencing or identifying content on classroom AV (e.g., lecture slides, videos, websites, etc), use the mouse as a pointer to ensure content is identified on the recordings of taught content to support revision and supplemental notetaking.
• Ensure effective classroom dynamics where only one person speaks at a time, where applicable.
• Within room constraints, in classes such as tutorials, use circular seating arrangements during discussion so that students can see one another's faces.
• Provide all teaching slides and notes electronically through Canvas (e.g. in PowerPoint).
• Avoid using media without captions and ensure captions are enabled for all videos that are played in class. Editing of auto-generated captions is encouraged to remove transcription errors, but this is not a requirement. TeachWell offers advice on making multimedia content accessible to all students.

Reasonable accommodations and special conditions for tests

To support disabled students, teaching staff should:

• Regularly check the Faculty Access Portal to view and action students’ approved learning and teaching adjustments (Reasonable Accommodations and Special Conditions for Tests).
• Liaise with SDS and Inclusive Learning to support the implementation of students’ approved learning and teaching adjustments.
• Provide teaching content in advance where requested (for example, for students with low vision, to New Zealand sign language interpreters and to D/deaf students).
• Provide rest breaks in class to accommodate students and support staff; e.g. notetakers and interpreters.
• Provide ‘Observer’ access to Canvas for notetakers and other support staff upon request from SDS.
• Deliver material at a speed that allows for sign language translation, where applicable.
• Provide all non-copyrighted course materials in accessible formats for those students unable to access standard print formats, where applicable.
• Identify hazards and work with others to develop solutions for students where necessary (e.g. seizure management plans and Personal Emergency Evacuation Plans (PEEPs)).
• Develop risk assessments for students in labs and/or on fieldwork in consultation with SDS and the student, where applicable.

Faculties and academic units

Faculties and academic units play an important role in creating an inclusive learning environment for all students. To this end, faculties and academic units should:

• Ensure teaching practices comply with key University policies (and associated procedures), including Reasonable Accommodations for Disability Policy, Special Conditions for Tests and Examinations Policy, these Inclusive Learning and Teaching Guidelines, Assessment of Courses Policy, and Canvas Baseline Practices.
• Provide specific information about course requirements, modes of delivery, methods of assessment and, where relevant, career requirements so that students can make a fully informed decision about whether to apply for a particular course or programme.
• Work with service divisions to facilitate approved reasonable accommodations or special conditions for tests and examinations.
• Where possible, ensure all students have equitable access to academic and vocational placements including field trips, internships and study abroad.
• Ensure opportunities are available for staff to undertake professional development about inclusive teaching and learning.
• Ensure allocated learning spaces are accessible and supportive of multi-modal teaching and learning.
• Provide appropriate support and space in potentially hazardous teaching locations; e.g. science laboratories.
• Review the implementation of these guidelines by teaching staff.

Service divisions

Service divisions should work to remove barriers to access so that disabled students can fully participate in their studies. Service divisions should therefore:

• Test new technology resources for usability for all students.
• Work with faculties to facilitate implementation of approved reasonable accommodations or special conditions for tests and examinations.
• Identify and mitigate hazards for students with disabilities in all university environments.
• Provide space for students who use personal mobility aids, such as wheelchairs and crutches, particularly in learning spaces (computer laboratories as well as classrooms).
• Provide assistive listening systems in all applicable teaching venues to support students who are d/Deaf or hard of hearing.
• Liaise with SDS when planning routine plant and access maintenance on campus, which may affect students with disabilities.

The following definitions apply to this document:

Canvas Baseline Practices define the University’s expectations for the structure and design of all Canvas courses. They aim to ensure that students—regardless of programme, level, or device—can confidently navigate their learning environment, access key information, and engage in their courses without unnecessary barriers.

Disabled or disability refers to any physical, psychological, cognitive or sensory impairment which, in interaction with social and systemic barriers, restricts a person's full and effective participation in university life on an equal basis with others.

An inclusive learning environment is one which identifies and seeks to remove barriers to student learning.

Reasonable accommodations are necessary and appropriate modifications and adjustments that:

• Support disabled people to participate at the University on an equal basis with others; and
• Can be reasonably made available in the circumstances.

Their provision involves considering all relevant circumstances and should not put anyone, or the University, at risk or require them to incur disproportionate or undue cost or inconvenience.

Special conditions refer to reasonable accommodations/adjustments provided to students with disabilities during assessments (tests and examinations) to allow disabled learners the same opportunity as their peers to achieve learning outcomes.

Universal Design for Learning (UDL) is a research-informed framework that supports more inclusive, accessible, and engaging teaching. It encourages flexibility in how course content is delivered, how students participate, and how learning is assessed.

Internal resources include:

• Te Ara Tautika | The Equity Policy – University of Auckland
• Reasonable Accommodations for Disability Policy – University of Auckland
• Special Conditions for Tests and Examinations Policy – University of Auckland
• TeachWell
• Disability Information Guidelines – University of Auckland
• Recording of Taught Content Policy and Procedures – University of Auckland
• Laboratory safety – University of Auckland
• Fieldwork, placement and travel – University of Auckland
• Assessment of Courses Policy – University of Auckland
• Undergraduate Targeted Admission Scheme Policy

Useful external resources include:

• Kia Ōrite Toolkit (advice and guidance to tertiary education organisations better support disabled learners)
• ADCET - Australian Disability Clearinghouse on Education and Training (useful external resources for learning and teaching)
• Neurodiversity resources | Tertiary Education Commission (resources and advice tertiary education organisations (TEOs) can use to help support neurodivergent learners)

Owner: Pro Vice-Chancellor Teaching and Learning
Content manager: Manager, Ratonga Hauātanga Tauira, Student Disability Services
Approved by: Pro Vice-Chancellor Teaching and Learning
Approval date: January 2018
Reviewed date: 19 August 2026
Next Review date: 19 August 2031