# Accessibility of University Mathematics

From STEM Enable

Traditional approaches to teaching of mathematics in Higher Education are described. Reflections on the barriers raised and suggestions for removing them are discussed with specific examples from the author's own practice. |

This case study was written by Steven Webb. It provides information suitable for Higher Education. It provides information suitable for Lecturer. Further information can be found at:

## Context

- This case study covers aspects of: Mathematics, Statistics and Operational Research
- This case study may be useful for: Autism Spectrum Disorders, Dyslexia, Visual Impairments
- It refers to a context, methods and processes as of 2011.
- It considers how the learning and teaching context in STEM subjects may lead to STEM challenges for students who experience Information processing difficulties, Language/Comprehension difficulties, Memory/Recall difficulties, Visual difficulties. The particular challenges considered are:

## Outcomes

- The challenges successfully met were:
- To meet these challenges the following processes were employed:
- The following skills were also built:

## Overview of content

The headings in the article are:

- The 'Traditional' Teaching Approach
- Potential Barriers Faced by Mathematics Students with Disabilities
- Developing a Strategy for Enhancing Accessibility in Mathematics
- Observations from my own work
- Current initiatives

Please be aware that the current initiatives section is now out of date.

## About this page

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