1. One Size Fits Few: Inclusive Practice in Learning and Teaching

2. As the Higher Education Academy (HEA)3 points out ‘inclusive learning and teaching recognises all student’s entitlement to a learning experience that respects a diversity, enables participation, removes barriers and anticipates and considers a variety of learning needs and preferences’. 3
Welcome to the conference – today we will consider many interesting representations of inclusive practice. HEA defines inclusive practice as ‘…’
Inclusive practice is increasingly being seen in a broader dimension, going beyond merely complying with the Equality Act 2010 and moving towards taking into account the educational, social and cultural background of students or in order words, their real-life experiences through developing and applying new pedagogical approaches.
Inclusive practice is on the national and institutional agenda – Equality Act, OFFA, International students, TEF and Student access, retention, attainment and modernisation of the DSA.

3. The new Triangle Model:
DSAs
For students
who need support in
addition to that provided by
their HE provider
Individual reasonable
adjustments
Adjustments made by HE providers for
individual disabled students as part of their duty
to make 'reasonable adjustments', and in
addition to any 'anticipatory adjustments'
Inclusive learning environment
An environment that considers and addresses the needs of all
students including disabled students as part of the duty to make 'anticipatory adjustments'
Explain difference from old model.
Mention:
Colleagues are aware of DSA modernisation so not detailing here;
Some DSA support has been removed so Birkbeck is already making more individual reasonable adjustments – a more inclusive learning environment is therefore vital to avoid costs spiralling;
DDS work is changing, less DSA work, more emphasis on student retention and empowerment. My model has been making government support work but the government is looking for how to make the support come from the universities so I have had to think about things differently. It is very challenging, however, individual reasonable adjustment will cost a lot so we are having to work towards making students more independent, with the use of technology, so we can meet their needs in a more sustainable way.

4. How can DDS support Schools & academic staff to make teaching more inclusive?
The government wants universities to adopt inclusive practice in order to meet the needs of disabled students, but they don’t appreciate the difficulties this will present for universities and this is an issue for DDS as well as for you.
How Birkbeck is addressing the DSA changes – Working Group on Learning and Teaching - reviewing reasonable adjustments, mainstreaming inclusive practice – Led by Academic departments – the solution comes from you as you understand your pedagogy.

5. Would You Like More?
3 week MOOC course on Inclusive Learning and Teaching Environments: Explore the barriers experienced by disabled students in higher education and learn how to overcome these barriers through inclusive practices
Register and find out more at: