Inclusive learning environment

The SPS Unit finds that an increasing number of lecturers are asking for tools to help them accommodate students with additional needs in their teaching.

It is important to emphasize that, as a lecturer, you are not expected to have in-depth knowledge of disabilities in order to create an inclusive learning environment.

The SPS Unit is bound by confidentiality and therefore does not generally share information about students receiving SPS with lecturers. However, in rare cases a student may ask the SPS Unit to communicate their need for specific teaching adjustments to their lecturers.

As a lecturer, it may be helpful to be aware that:

  • Around 10% of the students in a class have a disability.
  • Disabilities can affect students across all academic levels and educational backgrounds.
  • It is often not apparent, who has a disability.
  • The ways in which students learn best vary from one student to another.
  • A small number of measures can make a significant difference for everyone – that is, the wider student group can benefit greatly when lecturers use teaching methods that support a learning environment with room for different needs and ways of learning.
  • You do not need to completely redesign your teaching. Small changes can make a difference for all students.

In collaboration with LearningLab DTU, the SPS Unit has developed a number of practical tips to help create an inclusive learning environment.

These tips are inspired by Universal Design for Learning (UDL), an educational approach that aims to make learning accessible and meaningful for all students, regardless of differences in their needs and circumstances.

Find more UDL tips

Creating a safe learning environment

  • Openness about special needs: Mention options such as SPS and special exam conditions at the start of the course—this signals that diversity is welcomed (The SPS unit has created slides in Danish and English for this purpose).
  • Share Experiences: Talk about what previous students found challenging in the course—and, if relevant, what you as a lecturer have found challenging.
  • No such thing as a stupid question: Emphasize that all questions are welcome. Consider setting up an anonymous digital Q&A channel alongside the course.
  • Include breaks: Schedule short breaks during teaching to support concentration and focus.

Structure and clarity

  • Clear course overview: Use for example a visual timeline that is updated continuously throughout the course.
  • Clear information: Communicate practical matters (deadlines, locations, changes) clearly and repeatedly.
  • Early access to materials: Make texts, study plans, and other materials available as early as possible, before the course starts.

Framing and purpose

  • Clarify the course purpose: Show how the lectures support the learning objectives—not just at the beginning of the course, but throughout.
  • Ensure continuity between courses: Explain the connections between previous and upcoming courses.
  • Learning objectives in practice: Specify how learning objectives help students build skills that are relevant to the job market.
  • Explain learning activities: Connect exercises, presentations, group work to learning objectives and their practical application in the workplace.

Clear and consistent communication

  • Few and fixed channels: Use as few communication platforms as possible—and be consistent in how you use them.
  • Repeat key points: Highlight and repeat central messages and concepts during lectures.

Variety in teaching formats

  • Different learning styles: Use a mix of visual (slides, videos, quizzes), auditory (podcasts), and tactile (exercises) learning materials.
  • Vary activities: Include group work, reflection exercises, discussions, and peer feedback.

Concrete examples

  • Real-world cases: Use everyday examples to illustrate theory.
  • Sample assignments: Show previous exam questions, assignments, and submissions to clarify expectations and requirements.

Facilitating group work

  • Support group formation: Either form groups for the students or help structure the group formation process.
  • Strengthen collaboration: Encourage groups to create group contracts and align expectations early on.

Digital accessibility

  • Digital documents: Provide materials in digital formats accessible to screen readers, e.g., PDFs with text layers (not scanned images), Word, or HTML.
  • Proper document structure: Use headings (H1, H2, etc.), bullet points, and tables of contents so screen readers can navigate effectively.
  • Video and audio: Use subtitles for videos and provide alternative formats (text-to-speech, transcripts).
  • Images and graphics: Add alternative text (alt-text) to images, figures, and graphs to ensure they are understandable for screen reader users.

Download the PDF with tips for creating an inclusive learning environment

The Danish Centre for Educational Environment (DCUM) has developed a guidance for lecturers on students with physical or mental disabilities.

See the guidance (in Danish).
If you become aware of a student with a disability who does not know about the SPS scheme, you are very welcome to refer the student to the SPS Unit. The students must contact the SPS Unit themselves, as the SPS Unit is not permitted to approach the student directly.

If you are concerned about a student’s wellbeing, it is advisable to refer them to the Study Guidance.

The SPS Unit is always available to answer questions. However, remember that you can also reach out to colleagues or managers in your department if you encounter challenges involving students with additional needs. Discussing the situation with colleagues is often the best way to share experiences and determine how specific situations can be handled.
Updated 16 september 2026