Students in higher education have diverse backgrounds and needs that may impact their experience in the classroom. An inclusive curriculum addresses these diverse needs by removing potential barriers for all students to access course material and achieve their full potential. This involves identifying the core requirements of a course and redesigning aspects that could prevent students from meeting these requirements. It is important not to make assumptions and instead provide clear expectations and explanations of academic practices to ensure all students feel included.
Students in higher education have diverse backgrounds and needs that may impact their experience in the classroom. An inclusive curriculum addresses these diverse needs by removing potential barriers for all students to access course material and achieve their full potential. This involves identifying the core requirements of a course and redesigning aspects that could prevent students from meeting these requirements. It is important not to make assumptions and instead provide clear expectations and explanations of academic practices to ensure all students feel included.
Students in higher education have diverse backgrounds and needs that may impact their experience in the classroom. An inclusive curriculum addresses these diverse needs by removing potential barriers for all students to access course material and achieve their full potential. This involves identifying the core requirements of a course and redesigning aspects that could prevent students from meeting these requirements. It is important not to make assumptions and instead provide clear expectations and explanations of academic practices to ensure all students feel included.
impact upon the classroom context (such as having to act as a carer for a relative or partner, or having to work extra hours to earn additional money). An inclusive curriculum not only addresses groups of students who are covered by legislation, but also allows flexibility to accommodate issues that can potentially be faced by a much larger group of students. It has been said that good practice for disabled students is good practice for all, and by focusing on addressing the entitlements of disabled students with a range of impairments it may also benefit the wider student community.
Teachability: A series of guides on accessible curriculum design and delivery. http://tinyurl.com/teachability
Geography Discipline Network Inclusive Curriculum: Ten online guides considering how an inclusive curriculum can be designed for disabled students. http://tinyurl.com/gdn-curriculum
Teaching for Inclusion - Diversity in the college classroom: An online publication that considers the curriculum in terms of all aspects of inclusivity. http://tinyurl.com/inclusive-curriculum
Strategies for Creating Inclusive Programmes of Study (SCIPS): A web based resource providing strategies for creating inclusive curriculum programmes. http://tinyurl.com/scips
Disability Legislation: Practical Guidance for Academic Staff. http://tinyurl.com/practical-guidance
Key Resources Inclusive Practice E-bulletin Series Inclusive Curriculum Practice Dr Phil Gravestock (University of Gloucestershire) Overview
The diversity of the student population is increasing, with greater proportions of disabled students, mature students and international students entering Higher Education (HE) each year. This increased diversity, allied with the duties placed on institutions to fulfil student entitlements, call for the adaptation of teaching, learning, curriculum and assessment methods in order to ensure that all students are able to experience success in HE and achieve their full potential. This focus on an inclusive approach means that student entitlements have been designed into plans and activities from the outset. Inclusion does not mean, however, that there should be any lowering of academic standards. Instead, there should be a change of emphasis in the way that we work with students. When considering diversity and inclusion in HE it is often tempting to consider the areas that are covered by legislation, such as: race; disability; sexual orientation; religion or belief; age and gender identity. However, students July 2009 (V2) Inclusive Curriculum Practice Inclusive curriculum practice refers to the process of developing, designing and refining programmes of study to minimise the barriers that students may face in accessing the curriculum. By focusing on the core requirements of a course it is possible to identify aspects of the curriculum that might prevent some students from achieving these core requirements. The task is then to redesign the course to reduce or remove these potential barriers. This should not only focus upon current students, but in anticipation of students who may participate in the course in the future. In this way, also meeting the requirements of students who do not wish to disclose an impairment, and will assist them in participating to their full potential. When developing strategies to remove potential barriers in the content or delivery of the curriculum, it is important not to make assumptions about the abilities or requirements of students. For example, do not assume that a blind student will require all information in Braille, or that a student with dyslexia will need all handouts on coloured paper. Although it is good to be anticipatory in overall development of the curriculum, it will be necessary to talk to individual students to determine what strategies work for them and to ensure that their entitlements are being met in an appropriate manner. The range in students previous academic experiences means that there is a need to be more explicit about academic practices and processes in the delivery of the curriculum. Clearly describe what is expected of students, for example, explaining how an essay should be structured or what is meant mean by critical reflection. (This is not the same as listing the content information that is required in an assignment.) Students may wish to develop skills of critical thinking, perhaps by challenging what is said or criticising and debating published research, but this may be an unfamiliar approach to some students who may feel that such discourse is rude or inappropriate. By making it clear what students can do, and why a specific approach is being used, it will help ensure that all students can begin from the same starting point. This is one in a series of e-bulletins available online at: http://tinyurl.com/inclusion-e-bulletins Series Editor: Dr Helen May, Higher Education Academy helen.may@heacademy.ac.uk Series Manager: Naomi Craig, Higher Education Academy Psychology Network n.craig@psych.york.ac.uk Key Points
Identify the core requirements of a course. Assume that there will be at least one student in the class who has a hidden impairment and who has not disclosed this information. Do not make assumptions about students abilities, or any requirements that they might have. Reduce anxiety by providing detailed information about the academic practices associated with a course of study.