Teaching with Access

From the perspective of academic capitalism, Rhoades & Slaughter (2004) mentioned how technology has shifted the meaning of access to accessibility, focusing on delivering instruction to meet the needs of those who cannot be on a campus at particular times. Accordingly, accessibility focuses on the availability and use of convenient digital mechanisms to facilitate teaching and learning based on user’s choice (William , n.d.). Thus, one of the best means of employing this level of access in teaching is to first structure same in the syllabi, probably through a statement that I, as a teacher, will develop in conjunction with students. I believe this will inform practice throughout the course where members of class will have options to participate in class sessions online through video/audio features. Additionally, there will be recordings of faculty’s teaching which will be made available to learners through the Learning Management System (LMS) of the course immediately following the end of each session along with class presentation notes for accessibility to students.

Through this application model, students will be expected to engage among themselves making use of the LMS. This interaction will encourage the use of the accepted course features allowing students to post videos for presentations for inclusivity of the general class populace given that all class members may not be present at all times and also recognizing that there could be members with disabilities. It is important to mention that success of this model actually depends on couple of factors that have to be considered, without which the propensity of failure would be high. One of such critical components involves the capacity of the LMS. How readily may it be supportive of what is planned? Along this line, instructors may have to take an alternative workable approach so as to not deprive other students appropriate access. Implementation of said technological approach is also dependent upon the nature of students (including types of disability, if any) and how responsive they may be. That is why at the earliest, a viable accessibility statement has to be jointly constructed with students to determine the needs and choices so as to better serve them. Teaching must be inclusive and responsive to the diverse needs of students represented in the class.

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One thought on “Teaching with Access

  • October 2, 2019 at 4:13 pm

    While creating an all inclusive access solution for classroom setting might not be feasible, as instructor one might want to try to create an efficient and accessible space for each students to learn without barriers. This can start with, like you mentioned, the instructors acknowledging the need in their syllabus and make it a formal commitment.

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