ABSTRACT
The importance of teaching quality and its contribution to student learning has been recognised internationally, leading to the development of a variety of pedagogical frameworks and tools to enhance teachers’ practice through observation, coaching and feedback cycles, and professional learning. However, existing frameworks are broad and do not focus on the accessibility of teaching. Accessibility is beneficial for all students but essential for those with disabilities affecting language and information processing like Attention Deficit Hyperactivity Disorder and Developmental Language Disorder. This chapter describes the rationale for and development and testing of the Accessible Pedagogies framework, observational measure and program of learning to help teachers minimise instructional barriers and extraneous cognitive load to improve students’ access to the taught curriculum The chapter concludes by describing the impact of the program of learning and participants’ reactions to observation and feedback.
