Introduction
Eight-part series of e-bulletins on Inclusive Practice
Summary
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 fulfill student entitlement, call for the adaptation of our 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 our students.
The Higher Education Academy leads an interest group of research managers and specialists to support the dissemination of inclusive practices in HE institutions. Members are working on collaborative projects for the HE sector, which bring together and build on their own research, outputs and activities.
One such project (led by the Higher Education Academy Psychology Network) has sought to gather expert advice and guidance from leading experts in the field. This has led to the production of a eight-part series of e-bulletins.
| e-bulletins |
These e-bulletins seek to:
- Provide focused, targeted, bite-sized advice and guidance on providing a more inclusive experience for all students
- Provide access to key resources on developing a more inclusive curriculum for all students
- Raise awareness of good practice guides and information designed to improve the learning experiences of all students
Each of the eight e-bulletins focus on different aspects of Learning and Teaching and offer immediate access to the key resources online.
All eight e-bulletins are now available on this website (Competence Standards, Inclusive Teaching Practice, Inclusive Curriculum, Student Engagement, Inclusive Assessment, Inclusive Technology, Mental Well-being and Inclusive Research Communities).
* Note: current disability legislation, for instance, minimises the need for "reasonable adjustments" for disabled students, and emphasises the "anticipatory" duties of HE Institutions.
