H2 - How to Select Resources that Meet the Needs of Learners

Resources can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners. Resources can help aid learning, so it is crucial to select resources that also meet the needs of your learners.

Where possible it is important to discuss with learners what their needs are and what extra support they require in order for the session to be inclusive. Some learners may not disclose their additional needs for a variety of reasons; therefore there are some steps you can take to ensure that learners will still be able to participate. For example, making sure that all resources that are word processed are written in 12 point text, and in an easy to read font, such as Arial, this will help learners with the reading of text. Also you can make sure that the text used on PowerPoint presentations is large enough to read from where learners will be sitting. This will not help learners that have severe difficulties in reading text; however it will eliminate some of the issues.

For some learners with visual support needs, the black text written on white paper can affect their ability to read the text, therefore printing handout or other text document on different coloured paper can help dramatically with their learning. This is just one way of selecting an appropriate resource that meets the need of learners. For learners who have visual impairments, there are many different changes we can make to resources to make them accessible to the learners. Making handouts and other resources available in a larger text print or Braille will allow learners with visual impairments to be included in the lesson. By making documents available in larger fonts or in Braille you are ensuring that your session is inclusive.

            Learners who have hearing difficulties may struggle if you are teaching a session without the use of a PowerPoint or handouts, therefore it may be beneficial to the learner to provide them with a written resource as to what they are going to be doing, and what you will be discussing in the session. This will allow the learner to still feel included in the sessions, rather than wondering what is going on. As if the leaner feels like they are missing out on what is going on in the sessions it might affect their decision to continue on the course.

            By talking to learners and finding out which resources and support they require in advance of the session you are able to ensure that the session is inclusive before the course starts which will have a positive impact on the learner and the learning that will take place.