Inclusive teaching and learning: what's next?

This paper reflects the ‘Inclusive Teaching and Learning in Higher Education as a route to Excellence’ published by the Disabled Students Sector Leadership Group’s (DSSLG) in January 2017 and highlights actions that may be required to attain the goals set out in the report. Here we link Universal Design for Learning (UDL) principles with the Social Model of Disability and highlight how successful inclusive teaching and learning practice supports all students. The main findings that will require further consideration are: Successful inclusive teaching and learning practices involve planning, design, delivery and evaluation of curricula outcomes as part of a UDL agenda. It is essential to have sector wide agreement about the minimum expectations for inclusive teaching and learning practices that adhere to the Equality Act 2010. Strategic leadership is recognised as essential, but without collaboration with students including those with disabilities, results may not represent the needs of all stakeholders. Outcomes must be open to public inspection in particular those that involve maintenance and measurement of quality over time. Training and support to embed inclusion is vital to assist faculty, researchers, teaching support staff and other service providers. Being flexible, equitable and proactive in the provision of multiple means of curricula presentation and assessment modes. This includes making ‘reasonable adjustments’ and allowing for personalisation to support a diverse student population. Effective implementation and training in use of technologies is required to enhance productivity and enable inclusion. This includes tools for planning and organisation, note taking, reading and writing support. The need for clear pathways for student communication with named personnel to ensure the success of anticipatory actions and the requirements for reasonable adjustments. The sharing of expertise to support research into evidence of good practice