Research Question:
How can a pre-session questionnaire, informed by Universal Design for Learning (UDL) Guidelines 3.0 help identify and accommodate diverse student needs, overcoming barriers in existing Technical Resources one-to-one sessions?
Background & Motivation
I am a specialist technician at London College Fashion (LCF), focusing on the delivery of software trainings and providing on 1-to-1 support on students’ portfolios reviews, technical supports.
In my role providing one-to-one support sessions, I noticed that many students, particularly international students and those with anxiety or specific learning differences, struggle to articulate their learning needs during the session itself.
Some avoid mentioning their access needs out of fear of being judged or because of cultural or linguistic barriers. For instance, a student with anxiety may feel uncomfortable in a shared or noisy environment but hesitate to disclose this until the session is already under way. Another student with dyslexia might struggle to follow a live software demonstration but would benefit from receiving video materials in advance.
The current pre-session questionnaire only asks basic logistical questions (e.g. which course are you currently enrolled in? What topics you would like to focus on in this tutorial? ) and does not invite students to express how they learn best or what conditions support their focus. This gap limits my ability to prepare effectively and unintentionally maintains barriers to inclusion.
In light of my observations, I hoping to investigate whether the shift from reactive accommodation (“tell me if you need support”) to proactive design (“support is built in from the start”) would help identify, and thereafter accommodate for diverse student needs and provide better teaching satisfaction and quality.
Research Hypothesis
My research hypothesises that:
A UDL-informed pre-session questionnaire can help students articulate learning preferences and access needs ahead of Technical Resources 1-to-1 sessions. By enabling anticipatory adjustments, it is likely to improve perceived preparedness, session responsiveness, and student satisfaction.