1. Kath Botham 2010

2.  Increasing diversity entering higher education - greater proportions of: disabled students mature students international students non traditional entry etc. Ethnic mix/culture  Allied with pressure on HEI’s to fulfil student entitlement: ensure that all students experience success and achieve their full potential. → call for the adaptation of our teaching, learning, curriculum and assessment methods

3. “an inclusive curriculum approach will provide a positive and pro active response to a diverse student profile and will focus on challenging exclusion” (University of Wales).  'Inclusive teaching means recognising, accommodating and meeting the learning needs of all your students. It means acknowledging that your students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning.' (Open University)

4.  Tempting to consider the areas that are covered by legislation, such as: 'race'; disability; sexual orientation; religion or belief; age and gender identity.  Students have multiple identities and all students have aspects of their personal lives that will impact upon the classroom context. Eg: acting as a carer for a relative or partner, having to work extra hours to earn additional money Being a parent  Inclusive curriculum not just groups of students who are covered by legislation – much wider.  'good practice for disabled students is good practice for all', addressing the entitlements of disabled students with a range of impairments it may also benefit the wider student community.

5.  Inclusive teaching takes a coherent approach which is anticipatory and proactive  Institutional strategy / Identify & challenge deep seated or historical prejudices.  Inclusive teaching is good teaching.  Review content, structure and materials of programmes to ensure inclusivity: match provision to student needs  Reassess the material you use in your teaching and the way in which it is delivered and assessed.  Place learners in the best possible learning for their needs, whatever those needs may be.  Several strategies may be required to ensure that the specific needs of an individual are met - this may become complex and is a growing challenge for providers who have to cater to an increasingly diverse population of learners.

6.  In curriculum http://www.incurriculum.org.uk/main/the- project/what-is-an-inclusive-curriculum http://www.incurriculum.org.uk/main/the- project/what-is-an-inclusive-curriculum  HEA : Guide to inclusion http://www.psychology.heacademy.ac.uk/networ ks/sig/ http://www.psychology.heacademy.ac.uk/networ ks/sig/  Inclusive Teaching (Open University) http://www.open.ac.uk/inclusiveteaching/pages/i nclusive-teaching/index.php http://www.open.ac.uk/inclusiveteaching/pages/i nclusive-teaching/index.php