Inclusive Lectures & Communication

Quick Actions (30-second read)

• Face the class and keep your face visible and well-lit when speaking.
• Use a microphone consistently where any assistive listening system is installed.
• Repeat or summarise a student’s question before answering it.
• Structure group discussions with clear turn-taking, not open-floor debate.
• Give written, advance notice of any change to plans, rooms, or deadlines.

Why this matters

Communication barriers in lectures come from routine habits, not from any student’s underlying condition. A lecturer speaking while facing the board, or a fast-moving group discussion with no structure, creates the same barrier whether the student affected is deaf, autistic, has ADHD, or simply missed a step — and the fix is the same regardless of which applies.

Student Voice

“Lecturers need to be more deaf aware… teachers were not deaf aware.”

Practical Examples

• A seminar tutor introduces a simple turn-taking structure for group discussion, framed as good practice for the whole group.
• A lecturer repeats a classmate’s question aloud before responding, so no one has to guess what was asked.

Full Checklist

• Am I facing the class, in good light, when I speak?
• Have I repeated the last student question before answering it?
• Is today’s group work structured, or open and unstructured?
• Have I given written notice of any change to today’s plan?