Inclusive Teaching LTI seminar series2011/2012

Developing an Inclusive Culture projectwith the Higher Education Academy

Inclusive teaching strand of

curriculum design toolkit

Case studies

Communication(eg. social media/web

2.0)

Attainment gap / BME Summit

Gender re-assignment

Disability

Marriage and civil partnership

Pregnancy and maternity

Race

Religion and belief

Sex

Sexual orientation

Age

Good practice in inclusive teaching…•E

nsures the understanding of individual learning needs

•Takes a coherent approach which is anticipatory and proactive

•Provides environments for effective learning for all

•Ensures materials are accessible and representative

•Uses assessment which enables all students to demonstrate their learning

•Makes use of feedback and performance data

•Is informed by professional development

Material from Theo Gilbert

Comments from Vicky Stringer – summary of the Higher Education Academy residential open spaces student session

• Communication between the different links in the support chain is not consistent; should things go wrong during the awkward points of the year i.e.: assessment/ exams then there is a tendency for a student to be passed pillar to post rather than receiving any actual tangible help (especially if not a student with a disclosed disability) the onus is on the student to organise any real help, a 'buffer' or 'runner' person is needed in these situations to help sort out evidence gathering/ communicating on behalf of the student and helping to ease the stress such a situation causes.

• Give all staff basic training in the full range of disabilities and the needs of those disabilities (Aspergers/ hearing impairment etc) alongside the need for education regarding race/ equality and the other known issues.

• Help to remove the stigma of 'needing support' by ensuring that things related to course materials which are given to the disabled is open to all (i.e. lecture recordings/ early access to lecture notes) without the need for special permissions.

• Another way to remove the stigma for those needing general help is to match key skill sessions to any required home study/ coursework (i.e. any library offered sessions on maths/ English/ presenting) make a point of having a box at the end of any document setting coursework that lists the skills necessary to complete the task and the attendance info for sessions relating to those skills - possibly make attendance at one or all of them at least once in the semester an assessment point..? Instead of saying 'if you need help..' make the point of 'you will need/ must do this' so that it's accepted as a matter of form instead of an 'extra' that highlights and marks you out as struggling in some way.

• Make sure there is a definite structure to the module as a whole on a class by class basis and ensure the students are aware of this at the very start of the course so that they know what is expected of them.

• Interactive applications and problem based learning can be useful but communication style may be an issue within a mixed student group: there needs to be a way of educating both staff and students in methods of communication.

• Pastoral care: 1-2-1 monthly meetings with a personal tutor who will actively take an interest in both your well being and academic life; try to nip problems in the bud to help retention of students - strengthen the chain of communication.

• During induction week have sessions on discovering personal learning styles and key skills, then offer advice and instruction on tools and techniques to capitalise on them; should also help to flag up things like dyslexia if done pre-course so that the relevant help and support can be put in place in time for when it's needed.