Through my teaching experience and blog reflections, I have realized that our technical handouts are not meeting the needs of all learners. Approximately 30% of students on BA Fashion Contour have a declared disability, and many more experience barriers linked to learning in a second language, or their general confidence in a sewing studio.

Students rely heavily on one-to-one support, as the current handouts lack clarity and visual guidance. This limits independent learning and can disadvantage those who find it difficult to ask for help.

My values are deeply rooted in Universal Design for Learning (UDL). This centers on inclusivity and accessibility. I believe resources should be designed to empower all students to work independently, we should not expect them to adapt to inaccessible materials, and produce their best work. Improving handouts is about aligning my teaching practice with my ethical commitment to equity and autonomy.

How can I improve my technical handouts to make them more accessible and effective for students with diverse learning needs in BA Fashion Contour workshops?

Following McNiff and Whitehead’s (2009) action research model, I will work through a cycle of planning, action, observation, and reflection:

1. Define the problem: Using reflections and student comments gathered through my blog, I will identify what aspects of current handouts hinder accessibility—such as inconsistent layouts, unclear terminology, or dense text.
2. Collect data: I will gather feedback through a questionnaire and informal discussions, exploring how students use current handouts and what improvements they suggest.
3. Implement change: Based on the findings, I will design a new handout template that includes simplified language, annotated visuals, and QR codes linking to short demonstration videos.
4. Observe: I will trial the new handouts in workshops, observing how students interact with them—tracking independence, engagement, and the number of clarification questions asked.
5. Evaluate and reflect: I will hold a focus group to gain deeper feedback, then analyse all data to assess whether the revised design improves accessibility and autonomy.

This project continues themes I’ve explored in my blog so far—how UDL principles and self-reflection can drive more inclusive technical teaching. By sharing the outcomes when complete I hope to contribute to a collective shift toward accessible learning design across LCF.

Ultimately, this research is about turning reflection into action, and ensuring that all students can learn, create, and thrive independently.

Bibliography:

Glass, D. Meyer, A. and Rose, D. (2012) Universal design for learning in the classroom: practical applications. New York: Guilford Press.

McNiff,J., & Whitehead, J.(2009) Doing and writing action research. SAGE.