Creating an Accessibility Profile
You have completed your SWOT, now it is time to create the accessibility profile.
To improve accessibility for the whole class, the key is to find the common issues.
If you are looking to help one child, you can take their SWOT out from the rest to work on separately – see the section on Accessibility Profile for the Individual for more on this.
You may choose to keep everyone’s responses private and go through them yourself. However, sorting the responses also makes an excellent class exercise.
Invite the students to do the sorting and find the common themes.
Where you have used sticky notes, pupils can easily sort those into groups and devise titles for the common theme.
Where pupils have written in their own table, you can:
i. ask pupils to call out their responses and mark them down on the board or,
ii. ask the pupils to go around their classmates, collecting responses. You could split the class into 4 groups to gather and sort the responses for each section. This is a good exercise in sorting, counting and reporting back.
Identify the top issues that arise and consider how to make the environment and learning more accessible and inclusive. Once you or your pupils have identified the most common issues, you can guide a discussion on how to address them. By working with the class, you will find solutions that pupils can understand, accept and follow.
|Strengths||Improve accessibility and inclusion by:||Weaknesses||Improve accessibility and inclusion by:|
|1. We like the quiet corner for when we or our friends are tired or stressed2. Our teacher is the best!||1. Ensure the quiet corner is accessible for all when they need it. 2. Enjoy the glory!||1. Some of us can’t hear when videos are played on the laptop2. The sun is in our eyes in the morning so we can’t see clearly||1. Investigate new audio visual options2. Consider hanging blinds or changing the direction the pupils face.|
|1. We understand better when we role play2. Pictures and drawings help us remember|
1. Find more opportunities to embed role play into lessons
2. Embed images within the lessons. Allow pupils to show their understanding through drawings and images.
|1. some people bump into each other or furniture when we have to move around the classroom|
2. People at the back whisper during class and it is distracting.
|1. Consider ways to manage the flow of children around the room. Perhaps implement a one-way system or rearrange the furniture to create clear pathways2. Check the acoustics in the class. Are the students talking because they can’t hear you?|
The table above outlines the common issues that pupils shared, however, there will be many other issues that only one or two people raise. It is likely that pupils will find these conversations interesting and, once they have heard their classmates talking, it may enable some to open up about things that have been bothering them too. You might decide to hold another discussion around some of these additional issues with the class.