Supporting Accessibility as a TA

Get to Know Your Students

Students are often more comfortable participating and asking questions when they feel welcomed and recognized in the classroom.

Small actions can help build connection and belonging, such as:

• Learning and correctly pronouncing student names 
• Inviting students to share pronouns if they choose
• Introducing yourself and your role clearly
• Creating opportunities for students to ask questions or seek support
• Recognizing that students may have different levels of prior experience or comfort participating

Students may also use a name that differs from the class list or Canvas, so creating opportunities for students to share how they would like to be addressed can help foster a more respectful environment.

Encourage Flexible Participation

Participation does not always need to look the same for every student. Some students may feel comfortable speaking in front of the class, while others may participate more actively through writing, collaborative activities, polls, discussion boards, or small-group conversations.

When possible, consider offering multiple ways for students to engage, such as:

• Think-pair-share discussions
• Collaborative documents or whiteboards
• Anonymous polling tools
• Written reflections or discussion posts
• Small-group activities
• Verbal and non-verbal participation opportunities in online environments

Use Clear and Accessible Materials

Small design and communication choices can make materials easier to navigate and understand for many students.

When creating slides, handouts, or other materials, consider:

• Using clear headings and consistent organization
• Choosing readable fonts and high-contrast colours
• Avoiding overcrowded slides or documents
• Embedding descriptive hyperlinks
• Using captions or transcripts for videos when possible
• Describing important visuals, diagrams, or demonstrations aloud

Create a Respectful Learning Environment

Students are more likely to participate and ask questions when they feel respected and supported in the classroom.

You can support students by:

• Using respectful and inclusive language
• Encouraging respectful discussion and collaboration
• Avoiding stereotypes or assumptions
• Using examples from different perspectives and contexts
• Being open to feedback, reflection, and continued learning

Inclusive teaching is not about being perfect. It is an ongoing process of reflection, learning, and adjustment over time.

Be Aware of Microaggressions

Small comments or actions can sometimes make students feel excluded, singled out, or less supported in the learning environment, even when that was not the intention. These experiences are often referred to as microaggressions.

Examples may include:

• Repeatedly mispronouncing a student’s name after being corrected
• Making assumptions about students based on their background, identity, accent, or lived experiences
• Setting lower expectations for students from particular groups or communities
• Using humour or examples that stereotype or demean certain groups
• Dismissing or minimizing students’ concerns or perspectives

Being mindful of language, examples, and classroom interactions can help create a more respectful and inclusive learning environment.

If you make a mistake, acknowledge it respectfully, correct it, and move forward. Inclusive teaching is an ongoing learning process, and reflection and openness to feedback are important parts of that process.