1. FSLT15: INCLUSIVITY, DIVERSITY AND TEACHING DESIGN NEIL CURRANT, HEAD OF ACADEMIC DEVELOPMENT, UNIVERSITY OF BEDFORDSHIRE

2. THE CHALLENGE How do we best meet the learning needs of a diverse student population? Students don’t have to declare a disability (always assume at least one of your students has an ‘undeclared disability’) We don’t always know students’ backgrounds and prior knowledge With such a huge variety, how do we not get overwhelmed?

3. OUTLINE Part 1: Why inclusive teaching is important? Part 2: What is inclusive teaching and how might we teach more inclusively? Part 3: Inclusive versus difference: When being inclusive might not be enough.

4. WHY MIGHT THIS BE IMPORTANT? SOME PERTINENT STATISTICS POLL 1: If 68% of UK students got a good degree (defined as a first or 2.1 classification), what proportion of students with a specific learning difficulty got a good degree? a) 70% b) 67% c) 65% d) 62%

5. GAP – SPECIFIC LEARNING DIFFICULTY Small but significant gap. 3% attainment gap

6. POLL 2 Q: Which age group is more likely to get a good undergraduate degree in the UK? a)25 and under b)Over 25

7. ANSWER - AGE 7% attainment gap

8. POLL 3 Q: What do you think is the attainment gap between White students and Black & Minority Ethnic (BME) students in good completion? a) 3% b) 7% c) 10% d) 14%

9. ANSWER ETHNICITY Source: ECU Equality in HE: statistical report 2014 14% attainment gap. That is a big gap!

11. Which raises the questions: To what extent are these gaps down to us? What can we do to reduce these gaps?

12. HOW NOT TO DO IT! Stereotype learners into four or five categories of ‘learning styles’ and teach to each style. Appeals because it simplifies the complexity of learner difference However, learning styles have been heavily critiqued, e.g. see Coffield et al (2004) http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20 by%20Coffield%20e.a..pdf (conclusion only!) http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20 by%20Coffield%20e.a..pdf Or this American lit review http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Or this really interesting paper http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/11 74/Do%20Learners%20Really%20Know%20Best.pdf http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/11 74/Do%20Learners%20Really%20Know%20Best.pdf

13. INTRODUCTION TO INCLUSIVE TEACHING On the slide - in your own words write one sentence to define inclusive teaching.

14. I LIKE THIS IDEA “Students don’t want to stand out as different yet want to be recognised as individuals.” Hockings, C. (2010a) Towards Inclusive Learning and Teaching [presentation] Research Conference: Promoting Equity in Higher Education, 27–28 January 2010, Nottingham,

15. ELEMENTS OF INCLUSIVE LEARNING AND TEACHING Inclusive Learning & Teaching Institutional commitment Assessment & Feedback Curriculum Design Curriculum Delivery Thomas & May (2010) Inclusive learning & teaching in HE, York: HEA

16. FACTORS THAT PROMOTE LEARNER ENGAGEMENT AND INCLUSION – STUDENT PERSPECTIVE 1.Respect all individuals and groups equally and give equal time 2.Lecturers who are interested in us 3.Can handle conflict and uncomfortable situations. 4.Give good, clear handouts 5.Use different teaching methods to meet different interests 6.Can relate theory to practice Griffiths, S. (2010) Teaching for Inclusion in Higher Education: A guide to practice, York: HEA

17. INCLUSIVITY FRAMEWORKS: UNIVERSAL DESIGN FOR LEARNING Principle 1: Provide Multiple Means of Representation – The What? Perception, language, comprehension How is our content delivered? What support material do we use? How do we help students understand?

18. PRINCIPLE 2 2. Provide Multiple Means of Action and Expression The How? How do students express what they know / can do?

19. PRINCIPLE 3 3. Provide Multiple Means of Engagement The Why? How do we engage learners interest and motivate them? Choice, autonomy, authenticity http://udloncampus.cast.org/

20. How do we remove barriers? Image CC: N Chadwick Whilst maintaining challenge? Image CC: S Mestdagh

21. ON THE SLIDE CONTRIBUTE YOUR ANSWERS TO: Q: How might the curriculum limit students from diverse backgrounds? E.g. disabled, minority ethnic backgrounds, 1 st in family into HE.

22. WHAT / WHO NEEDS ‘FIXING’? It is not that we need to ‘fix’ learners but ‘fix’ the curriculum.

23. SUGGESTIONS FOR INCLUSIVE PRACTICE On the whiteboard - Share any practices you feel represent good inclusive practice.

24. FOR EXAMPLE: The University of Sheffield’s ‘Inclusive Learning and Teaching Handbook’ is a good practical guide to help. (although ignore p.21! Learning styles warning!) http://www.sheffield.ac.uk/polopoly_fs/1.18989!/file/The- inclusive-learning-and-teaching-handbook.pdf Making material available electronically so assistive software can be used. Ask students what will work for them. Use different global and cultural examples…

25. EXAMPLE 2 University of Wolverhampton – Learning to teach inclusively open educational resource. http://www.wlv.ac.uk/about-us/internal- departments/centre-for-academic- practice/wolverhampton-learning-and- teaching-projects/learning-to-teach- inclusively/lti-online-module/

26. CURRENT INCLUSIVE POLICY Higher Education Academy (in the UK) “an inclusive approach…shift away from supporting specific student groups…towards equity being embedded …and treated as an ongoing process of quality enhancement” May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and practice in higher education. York: The Higher Education Academy.

27. BUT REMEMBER OUR GAPS… 14% attainment gap. That is a big gap!

28. THE DANGERS OF ‘TOKENSITIC’ INCLUSIVITY Particular groups have been marginalised by curriculum content (Thomas & May 2010) E.g. 42% of black students did not believe their curriculum reflected issues of diversity, equality & discrimination. (NUS (2012) ‘Race for Equality: A report on the experiences of Black students in further and higher education’, NUS: London) Considering specific groups to help in the design which should then make inclusive for all.

29. WHEN IT WORKS “We were told to do a poster about someone who inspires you…all us African students chose to do a Black person.” student 004

30. COLLABORATION Whilst collaborative learning benefits students it may be problematic for some without specific support students with Asperger’s some international students from very different educational systems

31. CLASSROOM CLIMATE Certain groups may be disadvantaged by the power dynamics in the classroom We must demonstrate a positive commitment to diversity “Even in my classes like linguistic diversity they (lecturers) shy away from race…it does feel like the teacher censors herself…these issues aren’t properly looked at.” student 001

32. IN SUMMARY HE is not as inclusive / equal as we might like or think (NB: attainment gaps) Recognise and embrace learner difference as an opportunity to enhance your learning environment. My challenge at the start is not a challenge but an opportunity! Be inclusive but recognise when specific, targeted support is needed.

33. QUESTIONS, THOUGHTS & REFLECTIONS