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Developing an inclusive curriculum:

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Developing an inclusive curriculum: Supporting transition, transformation and evolution Mick Healey University of Gloucestershire, UK mhealey_at_glos.ac.uk – PowerPoint PPT presentation

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Title: Developing an inclusive curriculum:


1
Developing an inclusive curriculum Supporting
transition, transformation and evolution
Mick Healey University of Gloucestershire,
UK mhealey_at_glos.ac.uk
The Government is committed to raising
aspirations so that those with the potential to
success at the highest levels are encouraged to
aim high, whatever their background. BIS (2009
24)
2
Aims
  • Examine how students from different backgrounds
    experience transition through higher education
    and how this challenges us to transform teaching,
    learning and assessment, and build evolving
    communities with students.
  • Argue the need for equity considerations to be
    mainstreamed across the functions of
    institutions.
  • Explore the nature of an inclusive curriculum and
    the ways in which different universities are
    addressing the issue.

3
Inclusion and inclusive curriculum

Higher Education Institutions are being tasked
through the widening participation agenda,
international recruitment and through equality
and anti-discrimination legislation to target the
areas of age, disability, gender, race, religion
and sexual orientation in the development and
delivery of higher education. Waterfield and
West (2008 1)
4
Canterbury Christ Church strategy for diversity
and inclusion
The University will provide an inclusive
learning experience which recognises the
diversity of the student body in terms of their
aspirations, motivation, background and current
situation. LTAS 2010-15 The University has
Disability, Race and Gender Equality Schemes and
action plans
5
Student attainment by gender, ethnicity and
disability

obtaining good degree in 2008-09 Female 51
Male 44 White 51 Black 31 Non-disabled 50
Disabled 37 CCC (2010) Equality and Diversity
Annual Report 2008-09
6
Brief biography
  • Professor of Geography, University of
    Gloucestershire,
  • HE Consultant and Researcher,
  • Director Centre for Active Learning (CeAL),
  • Geography Adviser to National Subject Centre for
    Geography, Earth and Environmental Sciences,
  • National Teaching Fellow and Senior Fellow HE
    Academy,
  • Research interests RT links, SoTL, active
    learning, student experience of disability,
  • Director of two HEFCE projects on Supporting the
    learning of disabled students (GDN),
  • Co-Director of ESRC TLRP Project Team on
    Enhancing the quality and outcomes of disabled
    students learning in higher education,
  • Hon Prof University of Queensland, Visiting Prof
    Edinburgh Napier and Wales Newport.

7


Tess
    

8
Structure
  1. Nature of inclusion and inclusive curricula.
  2. Institutional initiatives to develop inclusive
    policies and practices.
  3. The experience of disabled students of curricula.
  4. Principles of inclusive and engaged learning and
    teaching.

9
Inclusion and inclusive curriculum

Policy and legislative agendas Moving these
agendas from the margins to the mainstream
(Thomas et al., 2005) remains a significant
challenge. It necessitates a shift away from
supporting specific student groups through a
discrete set of policies , towards equity
considerations being embedded within all
functions of the institution and treated as an
ongoing process of quality enhancement. May and
Bridger (2010 6)
10

11
Inclusion and inclusive curriculum

By inclusion we mean the enabling of full and
equitable participation in and progression
through higher education for all prospective and
existing students (HE Academy 2009). Inclusive
curriculum design involves the design, planning
and evaluation of programmes, courses and modules
not only in terms of their learning outcomes,
content, pedagogy and assessment but also in ways
in which they engage and include the needs,
interests and aspirations of all students
(Hockings 2010 15).
12
Argument
  • Developing an inclusive curriculum is about
  • Designing effective learning, teaching and
    assessment practices for all students.
  • Focusing on learner differences not learner
    difficulties.
  • Valuing differences to enrich learning for all.
  • Making adjustments which are good teaching and
    learning practices to benefit all students.
  • How far do you agree with these views and how
    far do they follow from your interpretation of
    the research evidence?

13
Argument

Inclusivity involves recognising difference,
providing flexibility and choices and getting
away from the traditional view that if we 'treat
everyone the same' we will achieve
equality. Equity rather than equality
14
Institutional initiatives to develop inclusive
policies and practices
In pairs please each read ONE different
institutional initiative (pp1-6) and then share
something interesting that you read with your
partner. 4 minutes
15
Disability studies

We believe that the claim that everyone is
impaired, not just disabled people, is a
far-reaching and important insight into human
experience, with major implications for medical
and social intervention in the twenty-first
century. (Shakespeare and Watson 2002 25)
16
(No Transcript)
17


    

18
Variation in LTA experiences
Jean (education dyslexia) had different
experiences with different lecturers.   If she
put an overhead up in a lecture theatre or a
workshop she would do it paragraph by
paragraph and she would read it out as well
so I would get it audibly and visually.     She
moves into the group as overheads are swishing on
and off, she is talking about something else
which is so important that I am supposed to be
taking it down and I am a bit like what do you
want me to do?
19
Variation in LTA experiences
Two students with the same disability may have
widely different experiences.   Im good at oral
presentations but sometimes misspell on OHPs
(Dyslexia).   I hate oral presentations because
it is very difficult for me to converse my ideas
out aloud and this is not to do with confidence
but speech problems (Dyslexia).
20
LTA experiences
This suggests that devising general policies may
not meet the specific needs of individuals.
However, making numerous individually-tailored
adjustments is not sustainable though may be
essential in a minority of cases. What is
required is an inclusive approach which removes
the distinction between teaching and assessing
disabled and non-disabled students.
21
LTA experiences
Using a catch-all category disabled students
is problematic. The findings show that for most
part disabled students have similar experiences
to non-disabled students of learning and
assessment. However, disability-related barriers
have had a significant impact on their
experiences of learning and assessment in a
minority of situations.
22
LTA experiences of disabled and non-disabled
students
   
Agree/Strongly agree Dis Non-Dis I
have had physical difficulties with writing
29 5 I have had difficulty with literacy
skills 54 17 I have had
difficulty in taking notes 55
24 I have had difficulties with the amount
of time I require to complete
assignments 55 39 Its
easy to know the standard of work expected
51 43 I have had difficulties with
participation in group work 19
29 I have had difficulties with oral
presentations 28 33
 
23
LTA experiences
The main beneficiaries of disability legislation
may be the non-disabled students because most of
the adjustments, such as well-prepared handouts,
instructions given in writing as well as
verbally, notes put on-line, and variety and
flexibility in forms of assessment, are simply
good teaching and learning practices which
benefit all students.
24
LTA experiences
One unintended consequence of this (disability)
legislation is that as departments and
institutions introduce more flexible learning and
alternative ways of assessment for disabled
students, demand is likely to rise for giving
greater flexibility for all students.
Disability legislation may prove to be a Trojan
horse and in a decade, the learning experiences
of all students may be the subject of greater
negotiation (Healey 2003 26).
25
Principles of inclusive engaging LT
  • Creating safe inclusive spaces,
  • Getting to know students,
  • Setting ground rules.
  • Developing strategies for sharing and generating
    knowledge,
  • Creating flexible, student-centred activities,
  • Encouraging students to articulate their
    thinking openly,
  • Being uncertain, making mistakes and being
    different is OK.

26
Principles of inclusive engaging LT
  • Connecting with students lives,
  • Selecting / negotiating topics and activities
    relevant to students lives, backgrounds and
    (imagined/future) identities.
  • Being aware,
  • Adapting plans to address emerging interests
  • Hockings (2010).

27
Principles of inclusive engaging LT
In what ways has the Business School teacher in
the following video clip attempted to make her
class on human resources inclusive?
28
Principles of inclusive engaging LT
29
Reflections on developing an inclusive curriculum
If we want to achieve equality of opportunity for
all students, instead of classifying people by
their age, disability, gender, race, religion and
sexual orientation, we might do better to focus
instead on their individual learning needs and
entitlements.
30
I cannot think of anything more unfair than to
treat all students as if they are the same, when
they so manifestly are not (Elton 2000 1).
31

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34
Developing an inclusive curriculum Supporting
transition, transformation and evolution
THE END Thank You
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