Inclusive teaching elements

When you are speaking to and with students, speak clearly, using a moderate pace of speech.

• Speaking too fast can make it difficult for those for whom English is an additional language to keep up, and can discourage learning. If you have a tendency to speak fast, make yourself a ‘Slow down’ sign to put in front of you to remind you when you teach.
• Speaking at a moderate pace also allows note takers and Auslan interpreters to be able to provide adequate interpretation of what you are saying.
• It’s also important to face your students when speaking with them.

• Avoid words or phrases that might only be understandable to certain students (such as Australian slang).

• You can test how clearly you’re communicating by using the “Rehearse with Coach” feature of Powerpoint in Microsoft 365 which will look at, amongst other factors, your pace, pitch and how inclusive your language is.

Try to face students when you’re talking. Following your mouth movements while you’re speaking is essential for students with hearing impairments who might lip-read, and can make comprehension easier for students who have English as an additional language. 

• Examine the physical teaching space beforehand to determine the best place to stand to increase your visibility.
• In some classrooms there are no obvious places to stand. In this case, try standing in the place where you intend to deliver most of the class from as students arrive. Those who benefit from watching you speak can then seat themselves closer to you.
• In an online context, ensure your face is well-lit, try to look at the camera and use headphones with a microphone to ensure a clearer sound quality.

Use captions and/or transcripts to ensure that the videos you create or use for teaching follow accessibility guidelines and be inclusive.

• The videos you create yourself (lectures, content) should include closed captions that can be turned on and off.
• Videos you use from elsewhere (i.e. YouTube or other video platforms) should either have captions as an option, or a transcript provided.
• You can use features of word processing programs such as the “voice typing” option in Google Docs or the “dictate” option in Microsoft Word 365 to create transcripts as these platforms can transcribe audio from videos reasonably well if the original audio is clear and moderately paced.

Use simple and clear language (and formats) for written and oral communications.

• This includes messages and emails to students; the instructions and assessment criteria for assessment tasks; feedback to students on their work; etc.
• Avoid giving overly-complicated instructions for assessments, and provide one consistent ‘source of truth’ (document, Moodle page) for everything students need to know about the assessment, even if you refer back to it two or three times in different places.
• Keep all relevant information (for example, details about the submission format) together in one place so that students don’t have to consult multiple sections, pages or documents to find the information they need.
• Ensure that the language you use is accessible to all learners by scaffolding your content to first provide definitions for specific jargon (especially if it is discipline jargon or terminology).

Avoid using slang, colloquialisms, metaphors and other culture-specific references or language conventions. If you do, try to clarify what you mean or explain the context.

• These may not be understood by students from other cultures, or unfamiliar with the conventions of Australian English. If using cultural references, provide some context so they can be understood by all students.
• Metaphors, like the 'paragraph burger', are often inaccessible to students who do not have English as a first language, and/or for students on the Autism spectrum. If you do use metaphors, try to offer alternative phrasing or an explanation that clarifies what you mean.

Avoid using ableist language, particularly when it implies having a disability or mental illness is inherently negative.

• For example, avoid saying ‘that’s so nuts’ or ‘this is crazy’, as comments like these suggest that you think mental illness is a synonym for ‘bad’.
• Similarly, ‘that’s so lame’ is a common phrase that suggests mobility issues equate to worthlessness.
• Using language that affirms the stigma about having a disability and/or mental health concerns can exacerbate other forms of prejudice. For example, LGBTIQ+ people disproportionately experience anxiety, depression and poorer physical health outcomes resulting from the additional stress caused by discrimination (Meyer & Frost, 2013).

Use gender neutral language where appropriate.

• When referring to generic or unknown persons, use gender neutral pronouns, such as 'they' and 'them.' For example, an assessment task that requires students to 'interview a researcher about his practices' assumes that all researchers are men – replacing 'his' with 'their' avoids this gender exclusive language.
• Avoid using gendered terms or phrases when referring to groups of students. ‘Men and women’, 'he or she' and ‘ladies and gentlemen’ are gendered phrases, and using this language can exclude non-binary students. ‘Guys’ is a masculine term yet it is often used to refer to groups of diverse genders. Although it remains a common practice in to say ‘ok guys!’, this can lead to feelings of exclusion or invalidation on the part of women and those of non-binary genders. Try out different terms instead, such as ‘ok everyone,’ ‘ok students,’ or just ‘let’s finish up our conversations'.

Respect students’ gender identity and pronouns.

• Avoid hastily assuming genders of students, and be mindful of using their correct pronoun when it is indicated.
• Using the wrong gender pronoun* is called 'misgendering.' If you misgender a student, correct yourself and apologise briefly, as emphasising your mistake may make the student feel uncomfortable.
• You can list your pronouns in your email signature, or on opening slides along with your name, which can signal to transgender/gender diverse students that they are in a safe space.
• In Zoom, you can edit your profile to add your pronouns after your name, and even encourage students to do the same using the rename function during a session.

Where appropriate, use ‘women’ or ‘woman’ and ‘men’ or ‘man’; avoid using the terms ‘female’ or ‘male’ as nouns.

• For example, instead of saying ‘there are so few females in STEM', you can say ‘there are so few women in STEM'. One reason for this is that ‘female’ is a term that can be applied to animals and objects while ‘women’ refers only to humans. It is important to emphasise the humanity of women given the broad historical and cultural context.
• ‘Female’ and ‘male’ have medical or biological connotations, and can be exclusive of transgender and intersex people who identify as men or women and do not necessarily feel comfortable with ‘male’ or ‘female’ designations. This is because the terms ‘men’ and ‘women’ tend to allow for personal identification in a way ‘male’ and ‘female’ do not.
• Gender neutral language is preferred when addressing groups, as ‘men and women’ or ‘ladies and gentlemen’ are exclusive of people with non-binary gender identities.

When discussing a specific Aboriginal or Torres Strait Islander person, it is best to refer to the specific nation or language group that individual belongs to.

• For example, Rueben Berg, who runs the Cultural Safety workshops at Monash University, is a Gunditjmara man.
• There a diversity of opinions within community about terms for Aboriginal and Torres Strait Islander peoples. For example, Indigenous Australian (with a capital ‘I’), First Australian, First Nations Peoples, Aboriginal and Torres Strait Islander peoples, are all terms applied to the community but there are a diverse range of opinions about whether these names are appropriate and accurate. Ultimately, referring to the specific nation an individual belongs to is the best approach.

Where appropriate use ‘people first’ language, as this puts the person first, rather than the condition or characteristic.

• Use ‘people with disabilities’ rather than ‘disabled people’. Try to be as clear and specific as possible. In some contexts ‘people with disabilities’ may be more accurate and more respectful of people as individuals.
• Not everyone uses people first language to describe themselves for a variety of reasons. Respect how people wish to refer to themselves and don’t correct the terminology of others.