The document discusses strategies for developing more inclusive teaching, learning, and assessment practices in higher education. It notes that students are changing and the world of work is evolving, requiring graduates to have skills like adaptability, collaboration, and lifelong learning. To better support diverse and changing student needs, the document advocates adopting inclusive approaches to curriculum, pedagogy, and assessment from the beginning rather than adding accommodations later. Specific strategies discussed include flexible and equitable assessment methods, embedding support throughout the student journey, engaging staff through training and resources, and using student feedback to continuously improve practices. The goal is to move away from a deficit view of diversity and toward teaching that is meaningful, accessible, and empowering for all students.

1. Striving for inclusivity in HE
curriculum and practice
Professor Pauline Kneale
PedRIO and Teaching & Learning Support
University of Plymouth
pauline.kneale @plymouth.ac.uk

2. • Who can be against excellence in teaching?
TEF Opportunities?
• We can control how we engage with excellence;
• How do we engage equitably, is congruent with scholarly
teaching practices and meeting students needs?

3. Students are changing
The next generation (K) will be different from
millennials (Gen Y, born 1980 and 1994) who tend
to be more optimistic, versatile and success
orientated.
(K- Smartphone generation, Katniss Everdeen, Gig, snowflakes)
Noreena Hertze (interviewing 2,000 teenagers)
found:
• 86% worried about getting a job
• 77% worried about debt
• 66% worried about climate change
• 65% worried about terrorism
• 17% have considered suicide
• 4% trust corporations (cf 60% of their
parents).

4. Gen K value authenticity, connection and
co-creation
Producing something themselves has value for
this generation. It resonates with their desire to
be self-sufficient, and to have physical
experiences in a digital world – as well as their
desire to have agency and impact.’
‘Selfie-taking yet unselfish, connected yet lonely,
anxious yet pragmatic, risk-averse yet
entrepreneurial, Generation K is a distinct cadre,
a generation very different from those that
preceded them’.

6. The world of work is changing
Frey and Osborne have ranked jobs by how
likely they are to be automated in the next
20 years… Factors include whether jobs
require skills such as creativity and social
intelligence beyond robots’
capabilities…[they conclude ]…47 per cent
of jobs in the US are “at risk” of
automation… accountant, taxation expert
and financial technician have at least a 95
per cent chance of automation.

7. Businesses (including Universities) seek
graduates that are:
• adaptable,
• multi-skilled
• responsive to change,
• able to take on new tasks,
• able to work to tight deadlines
• willing to keep abreast of technical innovations,
• meet the challenge of unforeseen events
• able to operate seamlessly in different cultural contexts
• prepared for and welcoming of career changes
(in essence) life-long learners.

8. Equality is giving people the same thing(s)
Equity is fairness in every situation

10. A challenging journey: addressing myths
and developing approaches to inclusion
• Difficult territory
• Powerful myths about disability, diversity and difference
• Concerns about reducing academic standards
• Challenges of ‘reasonable adjustments’ given resource restraints
• Moving the culture away from a ‘deficit’ notion
• Engaging staff and countering resistance
• ‘Aiming for transformational
inclusive learning that is
equitable’
10

11. Plymouth issue - Disabled student numbers
Mental health Polar Racial Attainment gap
Student numbers
2015/16
Disclosed disability
In receipt of Disabled
Students Allowance
Total student numbers
HESA 2015/16
Just one aspect of equality
Fairness, equity, in all aspects of delivery

12. Drivers of change
• Legal duties –Equalities Act, Anticipatory reasonable
adjustments( 2010)
• Teaching Excellence Framework (TEF)
• QAA: Quality Code B1
• Diverse student population –increasing numbers of
disabled students
• Student experience, progression, retention and the
attainment gap
• Reduction in the Disabled Student Allowance
• Cost of individual adjustments versus inclusive practice
• Student voice

13. Approaches / Models of Disability
o a disadvantage caused by the way society and
education is organised (Hughes & Paterson, 1997)
o a normal part of diversity (Swain& French, 2000)
o should no longer be seen as problematic but fall along
the continuum of learners that share similar challenges
to all students in HE (Healey et al., 2006).

14. Inclusive Teaching, Learning &
Assessment –is just good practice!
o ‘Good teaching and learning is inclusive’
(Thomas et al, 2005; Hockings, 2010)
o ‘ Good teaching should be everyday practice’
(May &Bridger 2010)
o ‘Teaching which engages students in learning
that is meaningful, relevant and accessible to
all, embracing the view of individual
difference as a source of diversity that can
enrich the lives and learning of others’ (adapted
from Hockings 2010 )
14

15. Inclusive practice is not new
Contingent
approach
offers
provision of
special
arrangements
or
adjustments
within existing
systems
Alternative
approach
offers
different
assessment
methods as a
bolt-on for a
minority of
disabled
students.
Inclusive
approach
is designed to
ensure
accessibility
for all
students and
reduces the
need for
MAPs.
SWANDS Project, Waterfield and West (2002)
SPACE Project, Waterfield and West (2006)

16. Flexible inclusive assessment?
Through inclusive design wherever possible, and
through individual reasonable adjustments wherever
required, assessment tasks provide every student with
an equal opportunity to demonstrate their
achievement. (QAA (2013) UK Quality Code for Higher
Education, Ch B6)
Traditional assessment practices that were once
dominated by the unseen examination and the
standard essay…have proved unable to capture
the range and nature of the diverse learning
outcomes now sought from courses.” (Boud &
Falchikov,2006)

17. Inclusive student journey
Admissions -realistic (fitness to study/practice issue)
Early identification, communication about students
support needs, reasonable adjustments and the
Reasonable Adjustment Review Panel (RARP).
Consistent & effective personal tutoring
Effective teaching and post session support
Inclusive assessment & feedback
Field trips/off campus activities, laboratory and
practical work
Locating and supporting placements
Employment and advice about further study

18. Student voice: assessment and feedback
‘Feedback is often
provided within a
matter of hours after
sending work off for
formative marking,
meaning students can
improve and work on
skills needed
continuously’
‘The coursework
was outdated,
and difficult
because it
lacked industry
relevance’
‘The
coursework
guidance was
ambiguous’
We need formative
assessment at the
beginning so we can
improve in
summative
assessments’
‘The assessments
were vague and
unclear leaving me
puzzled and
confused- I have no
idea what makes an
A, B or C’.

19. Reasonable Adjustments
• The purpose of the panel is to ensure equitable,
academically sound and financially viable
judgements are made about the levels of
additional support funding to be provided for
students with disabilities.
• The panel considers and makes recommendations
on cases where support recommended by a needs
assessment would either not be covered by, or
would cost more than funding provided by the
Disabled Students Allowance ('over and above'), or
may be above a level that the University may
regard as reasonable.
19

20. Engaging staff - needs multiple routes
• Senior leadership commitment and support
• champions in schools and faculties
• University-wide procedures (e.g off -campus activities)
• Collaboration with academics, Disability Assist & TLS
• Presentations at faculty and school meetings, T&L
committees and away days
• Open workshops, conferences
• New staff sessions
• Comprehensive resources

21. Monitoring and accountability
Possibly:
• Senior member of staff (school / faculty) accountable
reporting to an appropriate committee
• Retention, progression and achievement data analysis
• DLHE data for disabled students
• Student voice (NSS, PTES, PRES etc.)
• Quality assurance processes – monitoring reasonable
adjustments, outcomes of reasonable adjustment
review panel.
• Complaints and appeals data

22. Feed-in, feed-forward, feedback model of
assessment
Student engagement and learning in assessment can be
enhanced through:-
Feed-in
Well designed assessment, briefing & preparation , DLE assessment
resources practice papers & sessions, assessment & marking criteria
Feed-forward
Formative ‘feedback’, cues, discussion, mid-way reviews,
tutor, peer & self review and feedback
Feedback
end of task & exams, written,
verbal, mp3, YouTube,
constructive legible feedback
use of DLE marks/grades
Learning
Space

23. • Support at faculty, school, programme &
individual level at forums, meetings, away days
& events, and with external examiners.
• Targeted intervention in programmes and
schools with low NSS scores
• Working closely with SU, student
parliament and course reps
• Staff resources
Planning and implementing flexible,
inclusive and innovative assessment

24. Learning
outcomes
Professional
requirements
Formative
assessment
Summative
assessment
Module level: mapping learning outcomes,
professional requirements & assessment methods
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline

25. Year:
1/2/3/4/5 MCQexam
IPSE/OSCE
Casestudy/labreport
Essay
Reflectivejournal
Website/wiki/podcast
Openbookexam
Presentation/viva
Informationleaflet
Inclusivity indicator/ risk factors Skills development
feed-in/preparation
offersprogression
feed-forward/feedback
Riskofmodified
assessmentprovision
Schedulingbottle-necks
workplacedaligned
Communicationskills
Professionalskills
Example         
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Programme mapping: assessment methods
Rating - Red – Amber – Green

26. Conducting inclusive exams
• Weighting of exams– no more than 50%
• Use a range of exam methods (e.g seen, open book, take home
etc.)
• Signpost support for exam technique sessions
• Prepare students for exams -feed-in / feed-forward
• Taking the anxiety out of exams through opportunities to
practice and rehearse
• Ensure students receive feedback after each exam
• Offer students the opportunity to type exams and use assistive
software (Mogey 2013)
26

27. Improved design
• Assignments aligned to learning outcomes & assessment
criteria
• Content: Authentic / Real / Topical
• Style: Engaging / engrossing / fun
• Style: A range of assessment methods - authentic / work
related / few modification implications
• Schedule assessments evenly across the year
• Offer detailed pre-assessment activities
• Offer progression and opportunities to practice
• Design inclusive examinations with 50% max weighting
• Well written and clearly structured questions
• Consider a choice of assessment methods (maximum of 2)
27

28. Resources to support students and staff

29. Students are changing
HE landscape is changing
• Difficult territory
• Powerful myths about assessment
• Disciplinary defences
• Pockets of resistance
• Transformational learning that is equitable.
29

30. Where are the inclusivity issues for
your programme?
Disability Mental health Polar Racial Attainment gap
?

31. References
Healey, M., Bradley, A., Fuller, M. and Hall, T. (2006) Listening to students: the experiences
of disabled students of learning at university. In Adams, M and Brown, S.(eds) Towards
Inclusive Learning in Higher Education: developing curricula for disabled students.
Abingdon. Routledge.
Hockings . C. (2010) Inclusive learning and teaching in higher education: a synthesis of
research. EvidenceNet . HEA York
Hughes,B & Paterson,K. (1997) The Social Model of Disability and the Disappearing Body:
Towards a sociology of impairment. Disability& Society Volume 12 Issue 3
May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and practice in
higher education. HEA
Thomas, L; May, H; Harrop, H; Houston, M; Knox, H; Lee, M, F; Osborne, M; Pudner, H, &
Trotman, C (2005).From the Margins to the Mainstream: Embedding Widening Participation
in Higher Education. Disability & Society .Volume 12 Issue 3.
Swain,J & French,S. (2000) – Towards an affirmation model of disability. Disability &
Society, Volume 15 Issue4.
31

32. Resources
DfE: ( 2017) Inclusive teaching and learning in Higher Education as a
Route to Excellence. https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-
higher-education
HEA(2012) A Marked Improvement; transforming Assessment in
higher Education. https://www.heacademy.ac.uk/system/files/a_marked_improvement.pdf
Waterfield,J., & West,B.,(2006) Inclusive Assessment in Higher
Education: A Resource for Change. Plymouth University.
https://www.plymouth.ac.uk/uploads/production/document/path/3/3026/Space_toolkit.pdf
University of Plymouth – Inclusive Teaching, Learning & Assessment
https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity