Twenty-two recommendations for inclusive teaching and their implementation challenges.
Abstract Higher Education institutions across the world hold a moral and, in many cases, legal responsibility to make their educational offerings accessible and inclusive. Typically, universities may rely solely on checklists of recommendations, which although a key component of developing equitab...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Association for Learning Development in Higher Education (ALDinHE)
2023-09-01
|
| Series: | Journal of Learning Development in Higher Education |
| Subjects: | |
| Online Access: | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1034 |
| _version_ | 1797666025861283840 |
|---|---|
| author | Katie Stripe Iro Ntonia |
| author_facet | Katie Stripe Iro Ntonia |
| author_sort | Katie Stripe |
| collection | DOAJ |
| description | Abstract
Higher Education institutions across the world hold a moral and, in many cases, legal responsibility to make their educational offerings accessible and inclusive. Typically, universities may rely solely on checklists of recommendations, which although a key component of developing equitable and inclusive teaching, often fall short of accounting for the multifaceted range of attributes a holistic definition of inclusivity entails. This paper posits that there is a need for better understanding of potential implementation barriers, coupled with guidance and support for both practitioners as well as policy makers. Research reported in this paper presents an analysis of UK equality legislation as it relates to Higher Education and a range of institutional support documentation. This documentary analysis is used to explore, with practitioners, the opportunities for and barriers to implementing recommendations for inclusive learning at a highly selective, science focussed institution. The paper concludes in twenty-two recommendations for inclusive practice and offers them as a tool for others to use in the pursuit of developing more inclusive education, while giving readers the opportunity to learn from the experiences of the those from the research institution.
|
| first_indexed | 2024-03-11T19:52:16Z |
| format | Article |
| id | doaj.art-536d6bb3fe0f47ad93b0d16547d268e3 |
| institution | Directory Open Access Journal |
| issn | 1759-667X |
| language | English |
| last_indexed | 2024-03-11T19:52:16Z |
| publishDate | 2023-09-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj.art-536d6bb3fe0f47ad93b0d16547d268e32023-10-05T02:40:07ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2023-09-012810.47408/jldhe.vi28.1034Twenty-two recommendations for inclusive teaching and their implementation challenges.Katie Stripe0Iro Ntonia1Imperial College LondonImperial College LondonAbstract Higher Education institutions across the world hold a moral and, in many cases, legal responsibility to make their educational offerings accessible and inclusive. Typically, universities may rely solely on checklists of recommendations, which although a key component of developing equitable and inclusive teaching, often fall short of accounting for the multifaceted range of attributes a holistic definition of inclusivity entails. This paper posits that there is a need for better understanding of potential implementation barriers, coupled with guidance and support for both practitioners as well as policy makers. Research reported in this paper presents an analysis of UK equality legislation as it relates to Higher Education and a range of institutional support documentation. This documentary analysis is used to explore, with practitioners, the opportunities for and barriers to implementing recommendations for inclusive learning at a highly selective, science focussed institution. The paper concludes in twenty-two recommendations for inclusive practice and offers them as a tool for others to use in the pursuit of developing more inclusive education, while giving readers the opportunity to learn from the experiences of the those from the research institution. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1034inclusive educationinclusive practiceinfluenceequityequality, diversity and inclusion |
| spellingShingle | Katie Stripe Iro Ntonia Twenty-two recommendations for inclusive teaching and their implementation challenges. Journal of Learning Development in Higher Education inclusive education inclusive practice influence equity equality, diversity and inclusion |
| title | Twenty-two recommendations for inclusive teaching and their implementation challenges. |
| title_full | Twenty-two recommendations for inclusive teaching and their implementation challenges. |
| title_fullStr | Twenty-two recommendations for inclusive teaching and their implementation challenges. |
| title_full_unstemmed | Twenty-two recommendations for inclusive teaching and their implementation challenges. |
| title_short | Twenty-two recommendations for inclusive teaching and their implementation challenges. |
| title_sort | twenty two recommendations for inclusive teaching and their implementation challenges |
| topic | inclusive education inclusive practice influence equity equality, diversity and inclusion |
| url | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1034 |
| work_keys_str_mv | AT katiestripe twentytworecommendationsforinclusiveteachingandtheirimplementationchallenges AT irontonia twentytworecommendationsforinclusiveteachingandtheirimplementationchallenges |