A presentation for the Faculty of Education at Canterbury Christ Church University FBV te

1. Investigating
Inclusive
Curriculum in
Higher
EducationMike Blamires @Mike_Blamires

2. Richard Millward‟s Summary of Learning Theory

3. • Will depend on the
meaning of the term?
• Different models
represent different values
and agendas
Factors contributing to inclusive
education
Photo used under UK open government licence

4. The complexity of educational Inclusion
The term is open to confusion i.e.
1. It is about learning in the same place on the same curriculum as others
(Bailey,1998)
2. Tomlinson‟s(1997) view that it is not necessarily about being in the
same place and curriculum
3. Booth & Ainscow‟s view that it is not a state at all but an unending
process of increasing participation
4. Thomas‟s view that it about accepting all children
5. Sebba & Sachdev‟s view that it about schools responding and
restructuring their provision
6. Florien‟s view that opportunity to participate in inclusion is about active
involvement and choice and not something done to the disabled
(Lunt & Norwich,1999)

5. Two Research Fallacies
•The ecological fallacy occurs when you make
conclusions about individuals based only on
analyses of group data
•An exception fallacy is sort of the reverse of the
ecological fallacy. It occurs when you reach a
group conclusion on the basis of exceptional
cases.

6. Confusion and Conflation ?
“It is important that the
distinction between more
specific disability and broader
all encompassing meaning are
not blurred.
Different disadvantaged
groups can have distinct
identities related to their social
and personal conditions and
even may have multiple
identities.”
Lunt & Norwich 1999
Photo used under UK open government licence

7. Universal Design for Learning
(UDL)
• is an educational framework based on research
in the learning sciences, including cognitive
neuroscience, that guides the development of
flexible learning environments that can
accommodate individual learning differences.[1]

8. Curriculum,
• as defined in the UDL literature, has four parts:
instructional goals, methods, materials, and
assessments.[5]
• UDL is intended to increase access to learning
by reducing physical, cognitive, intellectual, and
organizational barriers to learning, as well as
other obstacles. UDL principles also lend
themselves to implementing inclusionary
practices in the classroom.

9. UDL framework
:
• Multiple means of representation to give
learners various ways of acquiring information
and knowledge,
• Multiple means of expression to provide learners
alternatives for demonstrating what they know,
and
• Multiple means of engagement to tap into
learners' interests, challenge them appropriately,
and motivate them to learn.[3][4]

10. Potential Sources
• Beyond Prejudice: Inclusive learning in practice from the Learning and Skills Development Agency
offers strategic and practical pointers for the provision of an inclusive learning environment.
• DEMOS: Online Materials For Staff Disability Awareness (2002) is an online resource aimed at
academic staff, and examines the issues faced by disabled students in higher education.
Modification of examination and assessment arrangments are also discussed.
• Engineering Subject Centre Guide to Working with Disabled Students (2nd Edition June 2005)
includes practical ideas and case studies.
• Premia resource base awareness and development materials are for everyone involved in making
the research environment more accessible for disabled students.
• SCIPS (Strategies for the Creation of Inclusive Programmes of Study) database provides
information to support academic staff in improving access to the curriculum for disabled students.
• SENDA compliance in Higher Education: an audit and guidance tool to accessible practice within
the framework of teaching and learning 2002, including a useful section on assessment.
• Teachability (2000) offers information and resources for academic staff to help in the provision of
an accessible curriculum.
• Techdis has relevant resources and references, including a database of information and products
to assist disabled students and staff.
• University of Bristol Access Unit provides fact sheets for supporting disabled students.
• University of Wolverhampton - Learning, teaching and assessment: good practice guides for staff
teaching d/Deaf students in art, design and communication and in science and engineering.

11. Categories
Foucault‟s toolbox
Surveillance Subject &
Power
Relationships
Archaeology Genealogy Ethics
The
phenomena
under scrutiny
The exercise
of control
possibly the
inverse of
„ethics‟
The discourse
– the
statements
that stand for
truth
The exercise
of power at a
micro level
Ways in which
individuals
acquire new
forms of
activity

12. Categories
Criteria for evaluating models and approaches
Paradigm Aims Concepts and
Premises
Viewpoint on
the individual
Concept of
difficulty,
disaffection
and/or
disability
View of
Diversity
Stakeholder
Viewpoint

13. Learning
practice
Learning
as doing
community
Learning
as belonging
meaning
Learning
as experience
identity
Learning
as becoming
Components of a social model of learning (Etienne Wenger 1997)

14. agenda
Evidence clusters around these areas;
• Social Skills, Social Understanding, Self efficacy
coupled with values and a sense of purpose
• Good housing and recreational facilities
• Educational Institutions that support high
expectations and have a structures that support
positive behaviour and values
• Parents and community that support the aims of
education

15. Risk factors are those that render and
individual more likely to develop
problems in the face of adversity
Rutter 2000
Protective factors are those that act to
protect an individual from developing a
problem even in the face of adversity or
risk factors
Clarke & Clarke 2000
Family Factors: violence, abuse, neglect,
discordant family relationships, being a
young person who is being looked after
outside the family, parental psychiatric
illness, inconsistent or unclear discipline,
parental criminality, death and loss, rejection
by parents;
Family Factors: supportive relationships
with adults, small family size, material
resources such as adequate family income,
clear and consistent discipline, support for
education
Social Factors: poverty, economic crises,
deprivation, homelessness, rejection by
peers, being a member of a deviant peer
group;
Social Factors: access to good educational
facilities, wider support network, range of
facilities available, positive policies in school
for behaviour and attitudes, effective anti-
bullying policies, good liaison between school
and local communities
Factors in the child: low intelligence,
chronic physical illness, hyperactivity, brain
damage, communication difficulties,
deafness, high alcohol use, drugs and
substance abuse, academic failure,
premature / under age sexual activity.
Factors in the child: a sense of mastery,
participation in activities, sports and outside
interests, being a member of a non-deviant
peer group, even temperament, positive self
esteem and intelligence or good social skills,
religious affiliation

16. Dilemmas of difference
If you treat someone
differently they may lose
out...
but if you treat them the
same they may also lose
out
Clark, Dyson & Millward (1998)
Photo used under UK open government licence

17. Dilemmas of Inclusion in In Higher
Education
Declaring a need or a difference or conforming to perceptions of
expected norms
Entry requirements versus inclusive ethos
Appropriateness of Assessment and personalisation (quality) of
feedback versus the pressure of numbers and turn around time
Overcoming barriers to learning versus traditions of assessment and
professional requirements applied by external gate keepers to a
profession.