Have you considered that students need more time to assimilate the material?

Higher education institutions strive to provide inclusive learning environments that accommodate diverse student populations. The transition from post-primary education to Third level presents students with several challenges: new  academic demands, necessitating adjustments in learning strategies and study habits. For students with special needs, this transition can be particularly daunting, requiring additional time to adapt to new instructional formats, academic expectations, and social dynamics. Therefore, students’ diverse learning needs present challenges that demand nuanced pedagogical approaches.

Flipped Classroom Approach

The Flipped classroom approach or flipped instruction can be defined as blended learning where students learn new content prior to the lesson/lecture. This content might be readings, online material such as watching videos for instance. During the lectures, more personalised guidance and interaction with students is prioritised. This is also known as backwards classroom, flipped classroom, reverse teaching, and the Thayer Method. This approach will encourage autonomy in learning for your students and enable them to be more engaged in the lecture. See Quick Win 1

Chunking Information

Students with diverse learning needs such as dyslexia, attention deficit, autism for instance, may struggle with sustained attention, reading comprehension, or organising course materials. To accommodate such needs, teachers might implement strategies such as chunking information, providing graphic organisers, and offering extended time for completing tasks or assessments. See Quick Win 2

Using Technology-Aided Tools

Technology offers a range of accessibility features and tools, which might support student needs. Strategic integration of these facilitates a more inclusive learning environment. By leveraging such tools, teachers can mitigate barriers to learning, promote equitable access to educational opportunities, and foster a culture of inclusivity within higher education institutions. An examples is allowing students to use speech to text software if they have difficulties writing. There are some simple strategies that will enable students to access material more readily in lectures. See Quick Win 3

Have you considered asking them what instructional styles suit them best?

All students have different challenges during transition that can be differently adressed. Universal Design for Learning (UDL) is a teaching framework that supports all learners by providing multiple means of engagement, representation, and action/expression (Meyer, Rose, & Gordon, 2014). In practice, UDL involves offering diverse ways for students to engage with material, presenting information through various formats, and allowing students different methods to demonstrate their understanding and apply what they’ve learned. The ”Plus-One” approach (Tobin & Behling, 2018) complements UDL by encouraging educators to make small, incremental adjustments to increase accessibility. Instead of overhauling entire courses, teachers can add “just one” more way for students to access content, engage with the material, or express their learning.

Multiple Means of Engagement and Representation

Structure modules to allow students some choice in how they access content, giving them the flexibility to engage with materials in ways that best suit their individual learning preferences and interests. By offering a range of options, students can connect more deeply with the material, fostering curiosity and motivation. This approach encourages active participation, as students feel empowered to explore topics in ways that resonate with their strengths and needs, leading to a more meaningful and engaging learning. See Quick Win 1

Multiple Means of Action/Expression 

Provide multiple ways for students to demonstrate their learning, incorporating both formative and summative assessments that allow flexibility and choice. This approach enables students to show their understanding through methods that align with their strengths and preferences, whether they’re completing ongoing assessments that give feedback for improvement or final assessments that showcase their knowledge. Offering diverse options for expression encourages students to engage more deeply with the material, fosters confidence, and supports a range of skills, helping them take ownership of their learning journey. See Quick Win 2

Feedback Loops

When used through regular check-ins, feedback-loops have been shown to maintain and even increase student engagement. According to Carless (2006), feedback that is frequent, timely and responsive can improve students’ sense of involvement and progression in the learning process. When teachers actively respond to feedback by adapting their instructional approaches, students feel their needs are being acknowledged, fostering a sense of belonging and motivation to engage further.  See Quick Win 3