Going to work towards a definition of inclusivity in the sessionProblematise these areas
From the call for papers – here just to frame our discussion HE as economic venture/economic forces students as customers Role of HE in modern society – come back to this later
to get the thinking bit going - 5 minutes – just off the top of your head
Key legislation – you can read for yourselves. Legislation that ‘enables’ wp to occur
Talk more about barriers shortly – but a more detailed look at wp first
For this to work - prejudicial barriers assumptions need addressingReality = a bit more complex
Increasing tensionsCouple of years more international students than home – XJTLUCoupled with notion of fair access?!
compare to next slide “The intention” – but is problematic ‘humanist’ approach but the reality is more…
Another view of fair access.‘The facts of the matter’The extent of the challengePoorer? Poor.
Russell group greater challenge – traditional cohorts – post 1992 learning institutions are designed to engage WPHow you see HE and learning and teaching shapes your response to inclusivity
Challenge of engaging low SEGs How you do that? Community engagement - ‘civic engagement’Primary/secondary school Admissions – huge problem – it really isn’t that effective for identifying those with potentail!School educational performance of those from low socio-economic backgrounds significantly lower =By degree classification performance significantly higherOnce we have them – how to keep them? Retention generally not a big problem at UoL but pockets (mature students), Gohigher attritionUniversity culture – challenging for WP students – international studentsInduction a very important part of that – reiewed
Inclusivity is intrinsically bound up very closely with good teaching practice….Need for L&T rewards –etc promotions acknowledgementsCynically, lets remember £9000 per year per student – emphasis on the student experiences – fees – fines etcHow you see it is key – far more important
How do you respond to the challenges – important
2 minutes – who are they what do they have in common?Are these the kind of intellects we associate with dyslexia?1839 first test for dyslexia – hanschristianandersonAnyone know Alexander Faludy?
We all make assumptions – they’re not always righttypically dyslexic - cognitive processing issues with written text but brilliant verbal ability and original innovative thinkingThe largest proportion of declared disability Back to WP
Key areas to consider
Inclusive pedagogy -
Inclusivity in HE
Sarra Saffron Powell
University of Liverpool
“At a time when prevailing neo-liberal policy aims to
position higher education as an economic venture and
students as customers, discourses of inclusion are vital.
Terms such as access, widening
participation, equity, equality and diversity, and lifelong
learning commonly feature in discourses of inclusion
related to higher education. The shifting meanings and
fluid uses of these terms serve as an indication of
the increasing tensions between neo-liberal economic
forces and the role of higher education in modern
Widening Participation Conference 2012 - Discourses of Inclusion in Higher Education
• What institutional agendas and drivers impact
What is widening participation (WP?)
It address systematic occlusion to the right of
= REMOVING BARRIERS
WP - inheritance
Gov. targets (2006) 50% participation rate 18-30 year old in
HE by 2015
Low - Socio
HEFCE strategic objectives
Some drivers and legislation
Enhancing the student experience?
Quota of Students
• The notion of ‘fair access’ has its roots in liberal
concerns to promote access to higher education
to individuals from ‘disadvantaged’ backgrounds
who are deemed to have high levels of potential
ability. In recent years, admissions policies and
practice have become an explicit focus of national
policy in the UK, underpinned by concerns to
promote fair access to all students recognised as
having the potential to benefit from HE.
• Fair Access? Research on admissions to higher education
“Toxic correlations/Access and social
Or “Reality check”?
Professor Louise Morley
University of Sussex, UK
Widening Participation Conference 2012 Discourses of Inclusion in Higher Education
• Major structural/cultural challenge to HEIs,
requiring higher rates of involvement and
rates of achievement to those who have been
traditionally under-represented excluded
• Inclusivity is an institutional response to those
• individual pedagogical decisions
Engagement in university culture ‘student
• Physical barriers
• Lit. indicates identity ‘simple sense of belonging’
– is key.
• Russell group cf post-1992 HEIs = exceptionally
• Russell group cf Russell group = exceptionally
• WP a key strategic aim
• High levels of resourcing
• HEA inclusive cultures programme – high levels of
• Go Higher access programme (revised, resourced)
• Policy auditing/implementation
• Student representation (LGoS)
• Student support infrastructure (student services)
• Student support learning skills development
• Curriculum Review/design (diversifying
assessment, delivery, internationalising curricula)
• Teaching qualifications (improving teaching
• Induction Review (transition support)
• Peer mentoring system
• Faculty Skills Advisors
• Development of Digital Literacies/elearning
• Inclusive pedagogy = good practice
• takes a coherent approach which is anticipatory and
• has a strategy for delivering equal opportunities and
• involves the whole institution
• matches provision to student needs
• incorporates regular reflection, review and refinement
of strategies and methods that actively involve disabled
• GCSEs at age 9
• A-Levels at the age of 11
• At age 15 and 7 months,
University of Cambridge
• Handwriting, aged 9
• Aged 15, write two words a minute
became the youngest
IQ top 0.2 per cent of the
Resource design (word, ed.pdf)
Learner styles/types of learner (multimodalities)
Curriculum/module design (think
barriers/opportunity to practice for assessment)
• Assessment and feedback (diversity/timeliness)
• Group work (+peer assessment)
Institutional Lead in Inclusivity:
• email@example.com xt 41180
Barnett R., (2000) University Knowledge in an Age of
Supercomplexity, Higher Education, 40, pp. 409-422
Brookfield, S., (1998) Critically Reflective Practice, The Journal
of Continuing Education in the Health Professions, 18, pp. 197255
Morley L., (2012) Widening Participation Conference 2012 Discourses of Inclusion in Higher Education
Gosling D., (2002) Models Of Peer Observation of Teaching,
Learning and Teaching Support Network Generic Centre,.
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.