What is inclusive pedagogy?
During the remote learning period, instructors have been strongly encouraged to design their courses and assessments with accessibility in mind.
The desired outcome of inclusive pedagogy is to make both learning and assessment goals accessible to all learners.
One inclusive assessment strategy is when all students in a course—including those with individual time-based accommodations—receive at least double the time that students are expected to need in order to finish an exam.
How does inclusive pedagogy work in practice?
For example, for a 1-hour assessment, your instructor provides all students with at least 2 hours to complete the assessment.
It is important to note that when this strategy is adopted, most students receive more time from their faculty (at least double time, i.e. 100% extra time) to complete the assessment than they would from their Student Accessibility and Achievement exam accommodations (e.g. 33% extra time). Remember that exam accommodations are based on the designed length of the exam (e.g. 1 hour), and not the scheduled length.
Why use inclusive pedagogy?
This inclusive assessment strategy aims to create greater access for all learners, recognizing that many students face barriers, including disability, particularly in a remote learning environment. These barriers can include: childcare/dependent(s), learning environment, time-zone differences, disability-related, technology/internet, or family/roommate(s).
Are there any exceptions?
While the extended time is intended to reduce time constraints, address barriers for all students and mitigate the most need for individualized time-based accommodations, there may be exceptional circumstances in which disability-related accommodations may still be needed.
If you feel this is the case for you, please reach out to us at access.exams [at] mcgill.ca so that we may assess the situation and coordinate with your instructor, when necessary.