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Gale et al., 2017 have a 3 phase approach to inclusion as pedagogic work - (i) beliefs, (ii) design and (iii) action that I find quite helpful

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involving students.........in the process of this framework

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we need to remove barriers to creating inclusive curriculum - ie continuous enhancement and reflection

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authenticity

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Importance of communities of practice in this area

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Innovation = making contextual, compassionate decisions

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NOT a tick box exercise!

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Empowering staff to navigate decisions compassionately

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We will always have to make basic assumptions when we design a curriculum about what is and isn't known, and on the former - what should be done/go into the curriculum/obvious to learners. The point here is to continually test assumptions and change the curriculum based on the extrinsic input (learners, peers, etc.). How that fluidity of the curriculum is operationalised institutionally is the main structural challenge. It's not trivial and doesn't merely depend on senior leadership 'buy-in', as it relates specifically to legal frameworks that instituions are subject to in relation to their education offer. Curricula often need to be 'locked-in' at cohort level, so continuous change can be seen as risky.

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When thinking about being inclusive by design, a way to start is to think how does the most marginalised student in your context experience and navigate the curriculum. If they are able to access, engage with, contribute to, and benefit from the curriculum, the the likelihood is the majority will be able to. It's not perfect - but does provide an initial way for colleagues to work through this, when they are struggling with the numerous intersectional identities that exist and they feel need to be accommodated for - Aranee

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I'm interested in looking at the connections between an inclusive curriculum and a 'just' curriculum

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For reference - I focus on the goldfish as a competent capable goldfish who is being let down by the structures. We need to define if the qualification is BSc Tree Climbing or is BSc Navigating your Environment - the inclusive thing would be 'move 1000 body lengths in a dimension of your choice' - you then don't need to design something new if a giraffe joins your class

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+facilitators to design an integrated curriculum that does not rely upon assumptions about the learners’ ability to continually have access to pursuing ‘extra mile’ or extra curricula activities outside of the explicit curriculum. +facilitators to use the widest possible experiences of a heterogeneous learner population to critique and create positive collaborative opportunities for demonstrating and / or enhancing personal skills development in addition to subject specific knowledge. +designing the curriculum with an explicitly stated collaborative ethos which infiltrates learner engagement and underpins all assessment processes.

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PSYCHOLOGICAL SAFETY

It being safe to fail

It being safe to challenge and oppose

It being safe not to know

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Who makes decisions? Who is impacted. Are we serving students? We're taking their money....

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Staff student co-creation (but how can this be done inclusively)

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Humility, responsiveness, kindness, curiosity, flexibility, creativity

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Enabling colleagues to work together to design modules

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Multiple perspectives when designing curriculum, think about the student journey

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Moving beyond reasonable adjustments into universal design

Many issues with medical model of disability

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Universal design - scalability - cartoon of tree climbing task and animals

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Non-negotiables (ES)

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Navigating PSRB requirements...

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I think we also need to clearly articulate the benefits of an inclusive curriculum for the 'majority' group to combat the perception that inclusion is about accomodating student difference - I like the phrasing of Stentiford and Koutsaris (2020) of embracing student diversity rather than student difference

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Are understandings of inclusive learning and teaching context-specific? Do certain disciplinary contexts have different understandings of how far the curriculum can flex according to learner needs?

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Inclusion typically focuses on revealing the values and structures that act as gatekeepers to public goods or spaces

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A starting place of acknowledging that current practice is NOT inclusive, NOT a level playing field, and therefore does harm. And that "fair" doesn't mean everyone having to do the same thing in the same way with the same resources

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It's important that when we talk about inclusive curriculum, we don't only focus on attainment as the goal, but about enabling students so that they have the necessary knowledge, skills, and experiences that will allow them to successfully navigate their lives and careers after university, especially considering the VUCA environment we inhabit. Therefore, an inclusive curriculum should support students to cultivate graduate capitals through the use of high impact pedagogies and assessment methods - Aranee

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Critically engage with/question everything, apart from the student...

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Access for all- supporting all needs through design- looking at the course as a whole and approaching the materials, approaches, examples etc... are all inclusive, considerate and critique. Engaging with stakeholders and reflecting and acting on feedback

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We can think about inclusive L&T in a couple of ways: as supporting individual students through their learning or addressing structural inequalities by taking a whole student journey approach to curriculum development, so that it is inclusive by design. When I talk about 'inclusive by design', I often refer to the intersection of 3 underlying philosophies: universal design, culturally responsive practice, and capability approach - Aranee

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Inclusion for learning and teaching staff and workload...

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Some of the best examples of inclusive educational practice I've seen foster inclusive peer learning and give all participants the opportunity to learn from the diversity of experiences and perspectives within the cohort

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I often discuss inclusion in this way: If you aren't being inclusive, who are you choosing to exclude, and can you justify that exclusion? I've found this framing can help when discussing with 'resistant' colleagues

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A curriculum that is purposefully designed from the ground up to be equitable, which enables and empowers

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Adopting a universal model that enables all to reach their full potential, prioritising removal of barriers for all

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For me, inclusive learning and teaching is about anticipating, welcoming, and celebrating differences. (Jen - another academic developer person!)

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Understanding and inclusion of the diverse needs of different kinds of learners irrespective of their race, socioeconomic background, disability or any other protected characteristic.

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Questioning whether something is necessary (i.e. something that's acting as a barrier to inclusion)

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It is really important to me that no-one feels that education, or academic success, is 'not for them' due to being marginalised at any point, and that everyone is supported to achieve to the best of their ability.

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All to do with equality of opportunity (equity of opportunity, in fact).

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