Learn how to create an accessible green design course for students with disabilities, based on six steps that cover understanding, choosing, designing, providing, incorporating, and evaluating.

Learning needs differ for all sorts of reasons and diagnosed disabilities are in many ways easier to manage than the diverse needs of your other students because these individuals have learnt what works for them already. For students without a diagnosis, learning from how students with a disability cope may help them. There’s no single way to learn, and the importance of allowing students to try different alternatives and see what works for them is key for all of us.

How can you create an accessible green design course for students with disabilities?

Green design is a creative and innovative approach to solving environmental and social challenges through design thinking and practices. It can be a rewarding and engaging subject for students of all backgrounds and abilities, but it also requires some careful planning and adaptation to make it accessible and inclusive for students with disabilities. In this article, you will learn how to create an accessible green design course for students with disabilities, based on some general principles and examples.

1 Understand your students

The first step to create an accessible green design course for students with disabilities is to understand their needs, preferences, and goals. You can do this by conducting surveys, interviews, or focus groups with your students or their representatives, or by reviewing their individual education plans (IEPs) or accommodation requests. You should also consult with disability services, accessibility experts, or other relevant stakeholders to ensure you comply with the legal and ethical standards of accessibility and inclusion. By understanding your students, you can tailor your course content, delivery, and assessment to their strengths and challenges, and foster a positive and supportive learning environment.

Add your perspective

Claire Robertson
Report contribution
Ideally, aim for inclusivity in all teaching/ learning/ assessment aspects and engage with users (those teaching on and taking the course) to capture regular feedback on what’s working (or isn’t) so that you can be reactive as their learning develops. Simple tools like formative reflective blogs of learning can be really useful to determine engagement and understanding without leaving this to summative assessments. Within group/ cohort blogs could also enable students to peer support and develop their own skills in collaboration/ support.

Like

2 Choose appropriate tools and platforms

The second step to create an accessible green design course for students with disabilities is to choose the tools and platforms that will enable them to participate and collaborate effectively. You should consider the accessibility features, compatibility, and usability of the software, hardware, or online platforms that you will use for your course, such as video lectures, podcasts, e-books, simulations, games, or portfolios. You should also provide multiple formats, options, and alternatives for your students to access, engage with, and produce your course materials, such as captions, transcripts, audio descriptions, text-to-speech, speech-to-text, or screen readers. You should also test and evaluate your tools and platforms regularly to ensure they meet the accessibility standards and expectations of your students.

Add your perspective

Claire Robertson
Report contribution
Learning needs differ for all sorts of reasons and diagnosed disabilities are in many ways easier to manage than the diverse needs of your other students because these individuals have learnt what works for them already. For students without a diagnosis, learning from how students with a disability cope may help them. There’s no single way to learn, and the importance of allowing students to try different alternatives and see what works for them is key for all of us.

Like
Professor Amanda Rodrigues Amorim Adegboye

Associate Director of Research and Engagement at Coventry University (PhD, PgCert HE, fHEA, MFPH) #inclusiveresearch #culturetransformation #engagement#EDI
Report contribution
Coventry University is exploring the use of haptic gloves to enhance the virtual placement experience for students, allowing them to touch and feel in a simulated environment. In creating an accessible green design course, it's crucial to choose inclusive tools and platforms, ensuring compatibility, usability, and incorporating features like captions, transcripts, virtual placements and various formats to cater to the diverse needs of students with disabilities. Regular testing and evaluation are essential to meet accessibility standards.

Like

3 Design for diversity and flexibility

The third step to create an accessible green design course for students with disabilities is to design your course with diversity and flexibility in mind. You should adopt a universal design for learning (UDL) framework, which is a set of principles and guidelines that aim to provide multiple means of representation, expression, and engagement for all learners. You should also apply the principles of green design to your course design, such as sustainability, circularity, biomimicry, or social justice. You should also allow for customization, personalization, and differentiation of your course content, activities, and assessment, based on your students' interests, abilities, and learning styles.

Add your perspective

Monika Duda (she/her)

ESG Reporting and Communication | Policy & Sustainability Analyst | Accessibility Expert | ESG Risk Management | All opinions are my own
Report contribution
Accessible design begins with a mindset that prioritizes inclusion and equal access for all users. It encompasses a user-centered approach, acknowledging diverse needs from the outset. The process involves understanding the varied ways people interact with products, services, or environments. Key principles include clear and concise communication, flexibility in accommodating different user preferences, and consideration for various physical and cognitive abilities. Early collaboration with users, including those with disabilities, ensures their perspectives shape the design process. Integrating accessibility as a fundamental requirement leads to creating products and services that are inherently inclusive.

Like
Professor Amanda Rodrigues Amorim Adegboye

Associate Director of Research and Engagement at Coventry University (PhD, PgCert HE, fHEA, MFPH) #inclusiveresearch #culturetransformation #engagement#EDI
Report contribution
Educators who embrace UDL strive to create flexible learning environments that cater to the unique needs of each student. This approach acknowledges that learners differ in how they receive, process, and express information, and it aims to provide a more inclusive and supportive educational experience.

Like

4 Provide clear and consistent instructions

The fourth step to create an accessible green design course for students with disabilities is to provide clear and consistent instructions for your course. You should use simple, concise, and direct language to communicate your course objectives, expectations, and outcomes. You should also use visual aids, examples, or demonstrations to illustrate your concepts, methods, or processes. You should also provide feedback, guidance, and support to your students throughout your course, such as rubrics, checklists, or mentoring. You should also establish and maintain regular and effective communication channels with your students, such as email, chat, or forums.

Add your perspective

Professor Amanda Rodrigues Amorim Adegboye

Associate Director of Research and Engagement at Coventry University (PhD, PgCert HE, fHEA, MFPH) #inclusiveresearch #culturetransformation #engagement#EDI
Report contribution
Absolutely, clear instructions are crucial for all learners. Lecturers should have this basic principle at the fore front of their practice. Sometimes we are carried away with fancy stuff and forget about the basic principle of teaching which is passing on information in a clear and accessible way and facilitate learning and reflection.

Like

5 Incorporate collaborative and experiential learning

The fifth step to create an accessible green design course for students with disabilities is to incorporate collaborative and experiential learning into your course. You should create opportunities for your students to work in teams, groups, or pairs, to share their ideas, perspectives, and experiences, and to learn from each other. You should also create opportunities for your students to apply their knowledge and skills to real-world problems, scenarios, or projects, to explore their creativity and innovation, and to reflect on their learning outcomes and impacts. You should also facilitate and monitor your students' collaboration and experiential learning, to ensure they are respectful, inclusive, and productive.

Add your perspective

6 Evaluate and improve your course

The sixth and final step to create an accessible green design course for students with disabilities is to evaluate and improve your course. You should collect and analyze data and feedback from your students, peers, or experts, to measure your course effectiveness, quality, and satisfaction. You should also identify and address any issues, gaps, or areas of improvement in your course design, delivery, or assessment. You should also celebrate and showcase your students' achievements, progress, and impacts, to acknowledge their efforts and contributions, and to inspire them and others to continue learning and practicing green design.

Add your perspective

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

Add your perspective

How can you create an accessible green design course for students with disabilities?

1

2

3

4

5

6

7

1 Understand your students

2 Choose appropriate tools and platforms

3 Design for diversity and flexibility

4 Provide clear and consistent instructions

5 Incorporate collaborative and experiential learning

6 Evaluate and improve your course

7 Here’s what else to consider

Sustainability

Rate this article

Thanks for your feedback

More articles on Sustainability

More relevant reading

How can you create an accessible green design course for students with disabilities?

1

2

3

4

5

6

7

1 Understand your students

2 Choose appropriate tools and platforms

3 Design for diversity and flexibility

4 Provide clear and consistent instructions

5 Incorporate collaborative and experiential learning

6 Evaluate and improve your course

7 Here’s what else to consider

Sustainability

Rate this article

Thanks for your feedback

Explore Other Skills