This workshop aims to explore why more inclusive approaches to teaching are needed and provide an overview of the Inclusive Learning and Teaching Project at the University of Leeds. The document discusses the case for more inclusive practices, including legal obligations and the diversity of the student population. It also outlines the Inclusive Baseline Standards that are being developed. Participants engage in activities to reflect on adapting teaching materials and strategies to be more inclusive.

1. Everyday Inclusion in Everyday
Teaching (TELFEST edition)
#InclusiveTeachingLeeds
Kirsten Thompson | OD&PL, Univ of Leeds | Twitter @iamKirstenT
Jenny Brady | Disability Services, Univ of Leeds | Twitter @BradyGraha

2. Aims
This interactive workshop will:
1. Explore why we need to change our approaches to
inclusion.
2. Provide an overview of the Inclusive Learning and
Teaching Project at the University of Leeds
3. Provide an opportunity to reflect on and share, your
existing practice

3. Overview
• The case for change
• University of Leeds community
• Overlapping characteristics
• Inclusive Teaching at Leeds and our Baseline
Standards
• Our journey – a work in progress
• Activity: your new students
• Activity: re-purpose L&T materials
• Your action plan: self-reflection

4. The case for change
1. Equality Act 2010 duty to be anticipatory to the
needs of disabled students (1 in 5 in the UK have a
disability, Gov UK)
2. Increasing international students
3. Commitment to widening participation for
underrepresented groups
4. Eliminate disadvantage resulting from linguistic,
educational or cultural background, learning need
or learning preference
5. Inclusive approaches encourage flexibility, variety
and active learning. EVERYONE benefits.

5. The case for change cont.
New digital accessibility regulations
(23/09/18)
• Build on existing obligations under
the Equality Act 2010
• Digital accessibility is a right, not
a privilege
• Includes websites, apps and VLEs
(and content published within)
• Meet WCAG 2.1 AA standards:
Perceivable, Operable,
Understandable and Robust
• Phased implementation starting
23/09/19

6. University of Leeds community
38K+ students
• More than 35K FT & 2K PT
• More than 27K UGs & 10K PGs
• Over 9K international students from 170
countries, Including exchange students
Over 8K staff from more than 90 countries

7. Overlapping characteristics
• Specific learning difficulties
• Disabled
• Mature
• PT
• Parents
• Carers
• Employed
• International
• 1st generation HE
• Faith, religion, belief
• English not 1st language
Photo by Sharon McCutcheon
on Unsplash

8. Inclusive Teaching at Leeds
• Inclusive Learning and
Teaching (ILT) Project
• ILT Group
• Inclusive Teaching Guides
and website
• Inclusive Baseline Standards
(coming up)
• Working towards the
Baselines
http://inclusiveteaching.leeds.ac.uk

9. Inclusive Baseline Standards
6 Baseline Standards:
• A framework for reviewing current practice
• Support student education &
internationalisation strategies
• Standards for staff and the University
http://inclusiveteaching.leeds.ac.uk

10. Our journey – a work in progress!
• 1st phase: designed PDF
guides taking account of font
sizes, styles, use of colour
and layout. BUT not
accessible to everyone.
• 2nd phase: worked with RNIB
Transcription Service to
create alternative text
version. BUT now 2 PDFs to
maintain.
• 3rd phase: can we make this
easier and more inclusive?

11. YES! Working with O365 & Word
One Word document can be:
• ‘Born accessible’
• Visually appealing and
accessible (just need to
format correctly)
• Available to download in
Word and PDF formats
• Accessed with Microsoft’s
Learning Tools (the
Immersive Reader)

12. Activity: your new students
10mins in groups:
Familiarise yourselves
with your new students
and what their needs
might be.

13. Activity: re-purpose L&T materials
You have been given existing
teaching materials for a first year
semester 1 module:
1. Recorded teaching activity
2. Module handbook 2017-18
3. Welcome email for new students
4. PowerPoint used in a practical
lab.
20mins in groups consider:
• How would you change the
materials and why?
Photo by AndrewPons
on Unsplash

14. Your Action Plan
Questions to consider…
1. What will you do, to enhance the inclusivity
of your practice, communication and
materials?
2. If you are in a support role, what will you do
to support your colleagues?

15. Thank you
Learn more at:
#InclusiveTeachingLeeds
Kirsten Thompson | OD&PL, Univ of Leeds | Twitter @iamKirstenT
Jenny Brady | Disability Services, Univ of Leeds | Twitter @BradyGraha
Inclusiveteaching.leeds.ac.uk
#InclusiveTeachingLeeds