Transcript Slide 1

Developing inclusive curriculum
– the implications for policy and
practice
11 December 2012
Kath Bridger
BSV Associates Ltd
Workshop focus
•
Developing an inclusive curriculum for all
students
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Creating a dynamic, accessible and inclusive
learning and teaching environment and
culture
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What does this mean?
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Why do we want to develop an inclusive curriculum
for all students?
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What do we mean by this?
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Whose responsibility is it?
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Why is it desirable?
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To inspire and enable all our students to become
autonomous, independent academic inquirers who
are able to achieve their potential and the best
degree outcomes
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To enable academic staff to effectively share their
knowledge and expertise and develop their
professional practice
•
To enhance the reputation and academic credibility
of the university
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What is it?
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Modified provision – making special arrangements
to support individual students within the existing
system
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Alternative provision – arrangements within the
curriculum for particular students
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Inclusive provision – flexible and anticipatory
arrangements within the curriculum to support all
students to succeed
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Continuum of approach
Typology of learning and teaching
provision
Modified
Alternative
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Inclusive
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Inclusive learning and teaching
• Avoids pigeonholing students
• Takes a coherent approach which is
anticipatory and proactive
• Involves the whole institution
• Incorporates regular reflection, review and
refinement of strategies and methods
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Who is responsible?
We all are!
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The institution through its strategy, policy,
procedure and structures
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Individuals through the development,
interpretation and delivery of those policies,
procedures and professional practice
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Systemic and cultural shift
Inclusive practice =
Embedded =
Part and parcel of the way an institution
operates =
The way in which people behave / their
attitudes
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Developing inclusive practice
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Identify a focus, e.g. subject area;
programme of study
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Work with particular groups of staff
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Identify those in a position to influence
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Work with champions and advocates
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Pilot activity, evaluate and promote
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Tailor your approach – what’s in it for me?
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HEA research findings
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In order to be successful, change is required
at both institutional and individual level
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It is essential to build an evidence base from
which to bring about change
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A multi method, tailored approach is
necessary, involving different stakeholder
groups across the institution, e.g. senior
management; academic staff; support staff
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Developing inclusive practice
It matters!
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