Inclusive Teaching and Learning in Higher Education
What does diversity mean and what does it cover?
Disability, gender, religion or belief, age, race, sexual Orientation Individuality Different learning styles Support requirements
Visual impairments Hearing impairments Mobility difficulties Personal care requirements Specific Learning Difficulties (i.e. Dyslexia, Dyspraxia, ADD, ADHD, visual processing difficulties, etc.) Medical Health Conditions (HIV, epilepsy, asthma, chronic fatigue, cancer etc.) Asperger’s, Autism Spectrum Disorders Mental Health Difficulties Neurodiversity
Multisensory teaching Breaking information down into manageable chunks Reducing blocks of text, working more with bullet points, graphs, mindmaps etc. Handouts in advance Avoiding white paper –using coloured paper for handouts Accessible resources electronically User friendly fonts (i.e. arial, comic sans, verdana etc.) Summarising, concluding, highlighting
Structured teaching delivery which reinforces learning by repeating information in different ways. Interactive learning, opportunities for reflection, Q&A, discussion Help with organisation of information and materials Advance notice of deadlines, reminders Constructive feedback Additional tutorials, mentoring Exam arrangements, alternative methods of assessment Assistive technology
Inclusive environment, facilities, curriculum, assessment and resources Proactively anticipating instead of reacting to the disability Communication Making reasonable adjustments without compromising academic standards Reasonable adjustments based on individual requirements Avoid making assumptions Facilitating and enabling Confidentiality/ discretion
University of Warwick Disability Services ◦ http://www2.warwick.ac.uk/services/tutors/disabili ty/ ◦ Tel: 024 7615 0641 ◦ Email: email@example.com