Before the start date of the lecture period Signal your willingness to respond to students' needs and take their needs seriously. Provide written information about the structure and design of the event and the requirements for service provision. When planning the course, choose methods that allow students to learn in different ways and that appeal to different preferences and strengths. Consider collaborative methods when planning the event. When planning the event, consider methods that encourage reflection. When planning the event, make sure you use diversity-sensitive materials. Pay attention to the approval of material, method, technology and space. In the first meeting Provide information about counselling and support options. If the group is large enough, endeavour to get to know the students, e.g. there is a round of introductions or pronouns in the first lecture. Provide information on requirements for service provision, also in writing. Explain information/guidelines for interaction (e.g. netiquette, feedback rules) so that all students can express their opinions and give each other feedback respectfully. Present the Diversity or Inclusivity Statement of your university or event. During the lecture period Signal your willingness to respond to students' needs and take their needs seriously. Make participation in synchronous events non-mandatory or offer alternative academic achievements and opportunities for participation. Create transparency: Maintain fixed deadlines, communicate performance requirements, formulate concrete work instructions, clarify responsibilities (who is under obligation to pick up or drop off and when). Note the accessibility of the literature requested or used. If possible, record video conferences. Provide online offers and materials at least until the test date. After the lecture period Provide online offers and materials at least until the test date. Use inclusive or alternative examination formats.