Accessibility in TAMK's teaching and guidance
Students have diverse personal characteristics and individual needs, and they are also in different life situations. These starting points are taken into account when teaching and guidance are planned, implemented, and evaluated.
Developing staff accessibility competence
At TAMK, the Teaching and Learning Centre (TLC) is responsible for the development of staff pedagogical competence throughout their careers. TLC’s activities are network-based and involve a wide range of experts from TAMK and Tampere University in both development and training. The network organises short training sessions and discussion forums on various themes, including accessibility in teaching and guidance. TLC also implements TAMK’s pedagogical development programme. The pedagogical principles defined in the programme include perspectives on accessible teaching, guidance, assessment, and feedback.
The development of staff accessibility competence begins during orientation sessions for new employees. The topic is addressed both as dedicated training and integrated into, for example, digital pedagogy orientations. Staff members can demonstrate their competence by applying for digital badges, for example in accessible teaching, digital accessibility, or language and cultural awareness.
Accessibility in Curriculum Development
Curriculum development is a core activity of higher education educational processes and guides the work of teachers, managers, and other experts. In addition to defining learning outcomes, curricula determine approaches to learning and key emphases, and create opportunities for professional growth and the development of generic skills. Curriculum development is a collaborative process that broadly involves staff, students from diverse backgrounds, and stakeholders, with particular attention paid to issues related to diversity.
In teaching planning, student diversity is recognised and students are offered various ways to complete their studies. Flexibility can be built into broader study entities, and opportunities for making individual choices can be included in the curriculum.
Curricula may also describe assessment principles. From an accessibility perspective, diversifying assessment methods enables students to demonstrate their competence as equally as possible.
Student guidance and support
The goal of guidance at TAMK is a student who is well, achieves the objectives of their education and degree, and graduates within the target time.
Study guidance is an integral part of the educational process and covers the entire student journey; it is effectively targeted and timely. All TAMK staff members participate in student guidance and counselling in accordance with their roles. Students receive guidance that supports learning, professional growth, and career choices as part of teaching and from various guidance actors.
Key actors in student guidance
- Teacher tutors are the student’s closest guidance contact. At the beginning of studies, together with student tutors, they support new students in integrating into their studies. As studies progress, teacher tutors guide students in making various choices along their study paths and work together with students to find solutions to challenging study situations.
- Student tutors introduce new students to one another, to the learning environment, to key aspects of their field of study, and to student life.
- Study counsellors support students in planning an individual study path, for example, when a student progresses more slowly or more quickly than their study group. Study counsellors also guide students in making choices, career planning, the recognition of prior learning in extensive study modules, and in preparing a personal study plan.
In addition to teachers, students at TAMK are supported by, among others, supervising teachers for practical training, thesis supervisors, special education teachers, student welfare counsellors, social instructors for international students, career counsellors, study affairs coordinators, and internationalisation coordinators. Accessibility is also taken into account in library services.
Work placements and internships, as well as materials, services, and events that support career planning, are compiled on TAMK’s international JobTeaser career platform. Internships for students of social services and healthcare are compiled on the national Jobiili internship platform.
The TAMK Parvi concept brings together activities that support students’ wellbeing and ability to study. Various small-group activities and study-supporting initiatives are organised in the Parvi space.
TAMK is supportive of top athletes. We therefore offer opportunities to flexibly combine goal-oriented sports with smooth progress in studies.
TAMK’s guidance and support services
Student's guide: Guidance and counselling services and contact information | Koppari | Student's guide: TAMK Parvi | Student's guide: Internship and work life | Student's guide: Top athletes in Tampere universities
Individual study arrangements
Students may be granted individual study arrangements if they have a learning difficulty (e.g. dyslexia or neurodiversity) or an illness or disability that affects their studies.
Teacher tutors, study counsellors, and special education teachers inform new students at the beginning of their studies about the possibility of receiving individual study arrangements. As studies progress, information about individual study arrangements is also provided in tutor sessions, study plan discussions, and, when necessary, in connection with teaching.
More information on our practices:
- Student's guide: Accessibility and individual study arrangements for student
- Student's guide: Obtaining individual study arrangements
Digital Learning Environments
We systematically develop the accessibility of digital learning environments (including TUNI Moodle and TUNI EXAM), taking feedback into account. Accessibility statements have been published for these services, and they are required to meet at least WCAG 2.1 Level A and AA requirements. We support the appropriate use of digital learning environments by developing staff accessibility competence.
More information on TAMK’s practices: