{"id":3674,"date":"2019-01-29T16:14:24","date_gmt":"2019-01-29T16:14:24","guid":{"rendered":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/?p=3674"},"modified":"2019-01-29T16:14:26","modified_gmt":"2019-01-29T16:14:26","slug":"8-approaches-to-inclusive-learning-and-teaching","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2019\/01\/29\/8-approaches-to-inclusive-learning-and-teaching\/","title":{"rendered":"8 approaches to Inclusive Learning and Teaching"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

A uniquely collaborative approach to addressing the issues of\ninclusive learning and teaching (with contributions from 39 people over 30\ninstitutions) has identified 8 approaches to inclusive learning and teaching:<\/a><\/p>\n\n\n\n

  1. Know your student cohort<\/strong><\/li>
  2. Embed inclusivity within institutional processes\n (including estates)<\/strong><\/li>
  3. Co-create curricula with inclusive design<\/strong><\/li>
  4. Rearrange lecturing approaches to adopt a range\n of strategies<\/strong><\/li>
  5. Teach academic writing so that students can learn<\/strong><\/li>
  6. Create learning assessments that truly assess\n learning <\/strong><\/li>
  7. Adapt for retention<\/strong><\/li>
  8. Foster a good work placement ethos<\/strong><\/li><\/ol>\n\n\n\n

    The Inclusivity Gap<\/strong>\nexamines the gap between assumptions<\/em> of background preparedness for\nlearning that students possess, and those they actually do and presents\nexamples of good practice already happening in higher education providers\naround the country.  <\/p>\n\n\n\n

    A range of chapters address a range of questions: <\/p>\n\n\n\n

    from chapters about disability, students from\nnon-traditional backgrounds and students who are \u2018slow learners\u2019 to chapters\naddressing the \u2018elephants in the room\u2019 (issues relating to recruitment,\ninclusion and difficulties nobody appears to want to discuss); <\/p>\n\n\n\n

    from chapters about retention to those concerning\nphysical learning spaces; <\/p>\n\n\n\n

    from chapters written by renowned academics to those\noffering the student voice (with one chapter where a student argues with\npassion on behalf of black and minority ethnic students and one where a student\nbravely describes her experience of mental health issues) <\/p>\n\n\n\n

    –  this book is a comprehensive contribution to a\nhost of issues surrounding the inclusivity debate with the aim of beginning to\nclose what the editor has termed \u2018the inclusivity gap\u2019.<\/p>\n\n\n\n

    Dr Pauline Hanesworth (senior adviser with Advance\nHE),<\/strong> commenting on the book\u2019s \u201cbroad approach\u201d described\nit as \u201can important contribution to the growing work on inclusivity in higher\neducation \u2026 [it] will become a must read<\/em> for all working to develop an\ninclusive approach to learning and teaching\u201d.  Whilst Dr John Cater (VC\nof Edge Hill University) <\/strong>said that it \u201cis an outstanding and timely\ncollection of essays, neatly organised and structured to support all of those involved in the student journey, from\nrecruitment through to graduation\u201d and Prof Colin Bryson (RAISE)<\/strong>\ndescribed it as \u201ca timely and valuable book about a really important issue in\nhigher education\u201d.<\/p>\n\n\n\n

    The Inclusivity Gap<\/strong> published as an e-book by Inspired by Learning<\/strong> [ www.inspiredbylearning.eu<\/a> ]\u00a0 ISBN: 978-1-909876-10-1\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

    A uniquely collaborative approach to addressing the issues of inclusive learning and teaching (with contributions from 39 people over 30 institutions) has identified 8 approaches to inclusive learning and teaching: Know your student cohort Embed inclusivity within institutional processes (including estates) Co-create curricula with inclusive design Rearrange lecturing approaches to adopt a range of strategiesRead more<\/a><\/p>\n","protected":false},"author":211,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[],"class_list":["post-3674","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/3674","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/211"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=3674"}],"version-history":[{"count":3,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/3674\/revisions"}],"predecessor-version":[{"id":3679,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/3674\/revisions\/3679"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=3674"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=3674"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=3674"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}