Teacher
Pedagogical practices and strategies for adapting methods, mediating knowledge and creating an inclusive, empathetic learning environment.
Recommendation
It is recommended to provide every student, including those with a visual impairment, with a routine of feedback that makes it possible to recognise progress, understand challenges and identify opportunities to improve the teaching and learning strategy and experience with autonomy.
The recommendations were formulated in Brazilian Portuguese. This is a faithful working translation; the Portuguese version is the canonical one. Read the original in Portuguese
Responsibility
Every teacher, tutor and student.
- Teacher
- Tutor
- Student
Opportunity
Every teacher and tutor at a Higher Education Institution – HEI has the opportunity to schedule, at the start of each academic term, regular feedback meetings to be held throughout the term, discussing progress, identifying needs and adjusting teaching strategies at opportune moments or after assessments.
Applicability
Do
Deliver feedback reports as structured digital documents or through regular spoken meetings, so that students can recognise their progress using their own assistive technology.
Don’t
Return marked assessments solely on printed paper with handwritten annotations, or use red text alone to indicate errors, with no accompanying explanation.
Examples
An example of a digital feedback report. Visual hierarchy clearly marked by headings, generous line spacing and high contrast (AAA) allow independent reading, free of visual barriers and interpretable by screen reader software.
An example simulating annotations in "red pen". Faces that imitate handwriting are a legibility barrier, and using colour (red) as the only means of flagging errors runs squarely against visual accessibility standards.