Inclusive teaching practices
At Deakin University, the engagement of all students is viewed as fundamental.
Inclusive teaching and learning refers to the ways in which the Deakin University community creates a meaningful and embracing environment for all its students – located or in the cloud.
Inclusive teaching and learning is characterised by a positive stance towards diversity and difference as it recognises strengths and the potential for creating a significant higher education experience. It recognises multiple ways of engaging with students and the role of the University in doing so.
This guide (pictured) provides an overview of inclusive teaching practices to assist academics with furthering their understandings of this topic. Also, to support the development of practices that support inclusivity as a notion.
Further inclusive practice references and resources
This section provides a range of resources on inclusive learning and practice including Universal Design for Learning guidelines and rubrics for teaching staff.
Inclusive learning in higher education ‘refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others’ (Hockings, 2010).
Universal Design for Learning (UDL) recognises that the way we learn can be unique, and from the outset curriculum should be created to provide multiple means of:
- representation to give learners various ways of acquiring information and knowledge,
- engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn
- expression to provide learners alternatives for demonstrating what they know.
Here are brief outlines of the inclusive practice references and resources available for staff:
- Comprehensive guides, resources, rubrics and examples to support various levels of UDL course redesign http://www.udluniverse.com/
- Eight case stories highlighting how faculties in Higher Education are reaching more students through diversity in teaching approaches http://elixr.merlot.org/case-stories/understanding--meeting-students-needs/universal-design-for-learning-udl?noCache=337:1286973265
- UDL and the use of accessible course materials including accessible instructional tutorials, course checklists and assistive technology advice http://teachingcommons.cdl.edu/access/index.html
- Learning to Teach Inclusively – a multimedia open access module for Higher Education staff http://www.wlv.ac.uk/Default.aspx?page=24685
- Strategies for promoting inclusive teaching, learning and assessment within programs of study taught at degree level (including foundation degrees). By 'inclusive' they mean flexible academic practices that aim to meet the needs of all learners http://www.scips.worc.ac.uk/
- Universal Design for Learning Guidelines to support and apply good teaching practice http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
- Inclusion Research Syntheses looking at the experience of diverse groups of students in higher education and strategies to promote their success http://www.heacademy.ac.uk/resources/detail/inclusion/Inclusion_Research_Syntheses_Main_Page
- Higher Education Academy in the United Kingdom guide on ‘Teaching for inclusion’ http://www.heacademy.ac.uk/assets/documents/inclusion/Framework.pdf
- The University of Sheffield handbook of best practice for the use of all teaching staff https://www.sheffield.ac.uk/polopoly_fs/1.18989!/file/The-inclusive-learning-and-teaching-handbook.pdf
- Resources for professional development to improve the quality of teaching, learning and support for low SES students http://www.lowses.edu.au/
Further information is also available on the Inclusive learning and practice Scoop.it! site.