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“I need support!” – What teachers wish for barrier-free teaching

Jule Günter

The evaluation of the data collected has now finally been completed. One of the central questions was “How can we support teachers in designing digital teaching for all? We wanted to find out what teachers want, what disturbs them, and what part support measures on our part can play.

We would like to take this opportunity to thank all the teachers who participated in our survey! You helped us a lot to gain insight into the daily life of their digital teaching. With your help, we can now better assess barriers and also potentials and develop targeted material.

For the very curious, here now follow first impressions into our results. We will present further results related to UDL at the DGfE conference in September.

Bar chart. Multiple answers possible. There were 10 topics. Of these, the most common were "accessible teaching-learning materials" (69%), "digital accessibility" (65%), "didactic aspects of accessibility" (57%).

Question: On which topics do you have a need for further training and/or support?

Teachers see their own need for further training. This is particularly in the areas of the design of accessible teaching and learning materials, digital accessibility in general and related to didactic aspects of accessibility.



10 small bar charts. Each refers to a suggestion for support. Respondents indicate whether they have already used this support, have already heard of it, will use it, would like it, or no indication. The aspects are as follows: A application examples, B collection of methods, C checklists, D testing tool, E concrete contact person, F accompaniment in events, G short formats, H one-day workshops, I acquisition of a certificate, J multi-day workshops. Translated with (free version)

Question: Does your university offer further training or support for digital accessibility in teaching?







Teachers would like support that goes beyond further training. This includes, for example, clear checklists, application examples and a collection of methods.

Finally, it should be mentioned here that both teachers and students recognize the advantage of flexibility that can arise through hybrid teaching. This can contribute to accessibility in teaching.

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