Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice (original) (raw)
Related papers
2011
The Higher Education Academy commissioned this guide to support the higher education sector to think creatively about inclusive curriculum design from a generic as well as subject or disciplinary perspective. The guide is divided into four sections. For ease of access, the different sections and subject specific guides are all published as separate documents. Section one includes a contents page providing links to the other 26 documents that make up the full publication.
Six Practical Principles for Inclusive Curriculum Design
Outlooks and Opportunities in Blended and Distance Learning, 2013
Within the context of the Australian higher education sector, this chapter aims to draw together the principles of inclusive curriculum design and Universal Instructional Design (Silver, Bourke, & Strehorn, 1998) to provide lecturers and curriculum designers with concrete advice on how to design curricula that are both inclusive and accessible. Through a review of the literature and the introduction of six practical principles, the chapter sheds light on the importance of inclusive curriculum design for all students, and, more particularly, students studying in online, distance, or blended modes.
Kerr, S. & Baker, M. (2013). Six practical principles for inclusive curriculum design
Outlooks and opportunities in blended and distance learning (A volume in the Advances in Mobile and Distance Learning (AMDL) Book Series)
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Assessing Inclusive Design in Higher Education
It can be more difficult for a student with learning difficulty or mental health condition to perform in his/her study than a student who is using a wheelchair. Yet, less money and effort may be spent in addressing these needs. This paper is a service assessment for the inclusivity of the education service in higher education by taking the case of Loughborough University as an example. This project explores how the university accommodates for students with disabilities and additional needs and to what extent their needs are met by finding out if they are facing any problems or challenges in their studies. Interviews, questionnaire and diary keeping methods were used as a qualitative data collection tools and the Human Centered Design (HCD) approach was applied. The point view of students, lecturers and Counseling and Disability Service staff are discussed and analyzed. Recommendations on how to improve the inclusive education culture in Loughborough University were suggested by using different principles, guidelines and applications of Inclusive/Universal Design in the context of education.
Developing an inclusive culture in higher education: final report
2013
In 2011 the HEA set up a programme of activity to support 16 higher education institutions (HEIs) across the UK in promoting inclusive teaching and learning. The programme’s intention was summarised within the original advertisement for interested teams: The programme’s vision is to support institutions in the creation of an inclusive learning and teaching culture that enables all students to develop academically, professionally and personally to fulfil their potential. The programme took place over a period of 12 months and involved three facilitated events including a two-day residential. The events were designed to assist teams with project management skills and to plan, implement and evaluate changes to policy and practice in line with inclusive principles and through institutional cultural change. Additionally, the HEA disseminated a newly developed online module, Learning to teach inclusively. While the programme’s aim was ambitious it was recognised from the outset that many HEIs would have ongoing experience of working towards the principles contained within the programme and that few projects would be starting from afresh in this respect. Rather, the programme was designed to help institutions define inclusion within their own contexts, learn from other participating institutions, identify and overcome barriers to change and provide a focus for more concerted effort across organisations. This report provides an overview of the reported activities and conclusions contained within these submitted documents. The participating institutions are listed in Appendix 1, alongside a brief summary of each of the projects’ aims and objectives, taken from the case study reports that participating teams were asked to complete at the end of the programme. The headings from within the project reporting template were used to identify substantive themes from across the programme. Each report was analysed and common issues identified. This report therefore begins with an overall discussion of the definitions of inclusion given within the reports alongside a broader discussion of the context of these approaches. A summary of the significant aims and objectives together with major project activities is provided. A key element of the programme was the focus on measuring project outcomes, therefore several sections of the reporting template and consequently, this report, concentrate on this aspect of the projects. Evaluative approaches are described as well as a summary of how projects intended to measure the impact of their activities and outcomes.
Higher education moved from elite to a mass system in England over the last two decades under New Labour’s policy of developing social mobility and knowledge economy. As participation in HE almost reached the target 50% it resulted in greater diversity and associated demands on institutions of the needs of diverse students. The increasing need for university lecturers to be cognisant of and responsive to such diversity is increasingly important. Research indicates that lecturers who practice inclusively benefit all students’ not just specific groups yet there remains variable practice in some areas a dissonance between espoused versus actual practice for inclusive teaching. This article describes the background and stimulus for development of a Self Reflective Tool which emerged from part of a doctoral project examining lecturers’ perceptions of WP and diversity and their pedagogical approaches. The proposed tool is mapped with the UK Professional Standards for teaching and supporti...
Inclusive teaching and learning: what's next?
2017
This paper reflects the ‘Inclusive Teaching and Learning in Higher Education as a route to Excellence’ published by the Disabled Students Sector Leadership Group’s (DSSLG) in January 2017 and highlights actions that may be required to attain the goals set out in the report. Here we link Universal Design for Learning (UDL) principles with the Social Model of Disability and highlight how successful inclusive teaching and learning practice supports all students. The main findings that will require further consideration are: Successful inclusive teaching and learning practices involve planning, design, delivery and evaluation of curricula outcomes as part of a UDL agenda. It is essential to have sector wide agreement about the minimum expectations for inclusive teaching and learning practices that adhere to the Equality Act 2010. Strategic leadership is recognised as essential, but without collaboration with students including those with disabilities, results may not represent the needs...
Twenty-two recommendations for inclusive teaching and their implementation challenges
Journal of Learning Development in Higher Education
Higher Education institutions across the world hold a moral and, in many cases, legal responsibility to make their educational offerings accessible and inclusive. Typically, universities may rely solely on checklists of recommendations, which although a key component of developing equitable and inclusive teaching, often fall short of accounting for the multifaceted range of attributes a holistic definition of inclusivity entails. This paper posits that there is a need for better understanding of potential implementation barriers, coupled with guidance and support for both practitioners as well as policy makers. Research reported in this paper presents an analysis of UK equality legislation as it relates to Higher Education and a range of institutional support documentation. This documentary analysis is used to explore, with practitioners, the opportunities for and barriers to implementing recommendations for inclusive learning at a highly selective, science focussed institution. The...
Introduction to Strategies for Fostering Inclusive Classrooms in Higher Education
Innovations in Higher Education Teaching and Learning
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