have multiple identities and all students

have aspects of their personal lives that will

impact upon the classroom context (such as
having to act as a carer for a relative or
partner, or having to work extra hours to earn additional money). An inclusive
curriculum not only addresses groups of students who are covered by legislation, but
also allows flexibility to accommodate issues that can potentially be faced by a much
larger group of students. It has been said that good practice for disabled students is
good practice for all, and by focusing on addressing the entitlements of disabled
students with a range of impairments it may also benefit the wider student
community.

Teachability:
A series of guides on accessible
curriculum design and delivery.
http://tinyurl.com/teachability

Geography Discipline Network
Inclusive Curriculum:
Ten online guides considering how an
inclusive curriculum can be designed
for disabled students.
http://tinyurl.com/gdn-curriculum

Teaching for Inclusion - Diversity in
the college classroom:
An online publication that considers
the curriculum in terms of all aspects
of inclusivity.
http://tinyurl.com/inclusive-curriculum

Strategies for Creating Inclusive
Programmes of Study (SCIPS):
A web based resource providing
strategies for creating inclusive
curriculum programmes.
http://tinyurl.com/scips

Disability Legislation:
Practical Guidance for Academic Staff.
http://tinyurl.com/practical-guidance



Key Resources
Inclusive Practice E-bulletin Series
Inclusive Curriculum
Practice
Dr Phil Gravestock
(University of Gloucestershire)
Overview

The diversity of the student population is
increasing, with greater proportions of
disabled students, mature students and
international students entering Higher
Education (HE) each year. This increased
diversity, allied with the duties placed on
institutions to fulfil student entitlements,
call for the adaptation of teaching,
learning, curriculum and assessment
methods in order to ensure that all
students are able to experience success in
HE and achieve their full potential.
This focus on an inclusive approach
means that student entitlements have
been designed into plans and activities
from the outset. Inclusion does not
mean, however, that there should be any
lowering of academic standards. Instead,
there should be a change of emphasis in
the way that we work with students.
When considering diversity and inclusion
in HE it is often tempting to consider the
areas that are covered by legislation,
such as: race; disability; sexual
orientation; religion or belief; age and
gender identity. However, students
July 2009 (V2)
Inclusive Curriculum Practice
Inclusive curriculum practice refers to the process of developing, designing and refining
programmes of study to minimise the barriers that students may face in accessing the
curriculum. By focusing on the core requirements of a course it is possible to identify
aspects of the curriculum that might prevent some students from achieving these core
requirements. The task is then to redesign the course to reduce or remove these
potential barriers. This should not only focus upon current students, but in anticipation
of students who may participate in the course in the future. In this way, also meeting
the requirements of students who do not wish to disclose an impairment, and will assist
them in participating to their full potential.
When developing strategies to remove potential barriers in the content or delivery of
the curriculum, it is important not to make assumptions about the abilities or
requirements of students. For example, do not assume that a blind student will require
all information in Braille, or that a student with dyslexia will need all handouts on
coloured paper. Although it is good to be anticipatory in overall development of the
curriculum, it will be necessary to talk to individual students to determine what
strategies work for them and to ensure that their entitlements are being met in an
appropriate manner.
The range in students previous academic experiences means that there is a need to be
more explicit about academic practices and processes in the delivery of the curriculum.
Clearly describe what is expected of students, for example, explaining how an essay
should be structured or what is meant mean by critical reflection. (This is not the
same as listing the content information that is required in an assignment.) Students
may wish to develop skills of critical thinking, perhaps by challenging what is said or
criticising and debating published research, but this may be an unfamiliar approach to
some students who may feel that such discourse is rude or inappropriate. By making it
clear what students can do, and why a specific approach is being used, it will help
ensure that all students can begin from the same starting point.
This is one in a series of e-bulletins available online at:
http://tinyurl.com/inclusion-e-bulletins
Series Editor: Dr Helen May, Higher Education Academy
helen.may@heacademy.ac.uk
Series Manager: Naomi Craig, Higher Education Academy Psychology Network
n.craig@psych.york.ac.uk
Key Points

Identify the core requirements of a course.
Assume that there will be at least one student in the class who has a hidden
impairment and who has not disclosed this information.
Do not make assumptions about students abilities, or any requirements that they
might have.
Reduce anxiety by providing detailed information about the academic practices
associated with a course of study.