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PRACTICE: Subtitles on my videos.

PURPOSE: To support hard of hearing in engaging with the materials.

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For me, IEPs are...

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Provide case studies that are culturally and genderdiverse

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Provide case studies that are culturally and genderdiverse

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We should be leaning on student strengths, providing proactive supports aligned to challenge areas (and active in discovering more of these), providing representation for a wide set of student identities, ensuring that the environment is also equitable for the teachers as well who represent the same diversity

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Catering to all styles of learning.

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Recognising that not all students can achieve the same outcomes with the same resources.

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Recognising that not all students can achieve the same outcomes with the same resources.

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Ways of teaching and learning that make people feel seen and heard

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Reflecting diversity of perspectives in curricula

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Sense of belonging and ability to participate with equitable access

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Sense of belonging and ability to participate with equitable access

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Safe space to learn

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Educational practices that are not exclusive

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The creation of a safe space in which to learn

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The creation of a safe space in which to learn

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Things that we do/implement/live out to include all and prevent inequity

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Including multiple people positions ideas and perspectives in a respectful discursive environment.

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Open to all student backgrounds and drawing on the range of experiences and stories.

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All students can engage and benefit, equitably

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Implementing strategies that make students feel socially, culturally, intellectually, and emotionally included in learning

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Ways of learning and teaching that value all students' perspectives, life experiences and the multitude of factors that up their identities.

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respectful and accessible education in a safe space

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respectful and accessible education in a safe space

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Learning opportunities for all - everyone having a fair chance to learn and participate

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Learning opportunities for all - everyone having a fair chance to learn and participate

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For me, inclusive educational practices allow all students to learn the content equally, regardless of what context they come from or who they are. They all have a fair chance to learn and participate.

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This is a non-trivial issue that involves multiple approaches. The end goals are safe spaces for everyone to feel empowered and included, and everyone is listened to and has equal chances to participate, grow, and interact.

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Making sure that content is accessible for all

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enabling all learners to learn in their own ways and at their own pace.

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Practices that ensure all students get the some information/learning experience and feel included in the materials and discussions.

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Practices that ensure all students get the some information/learning experience and feel included in the materials and discussions.

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Providing a range of learning resources to cover many different groups that you may have in your cohort.

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Inclusive and open for all to access. A safe, respectful and inviting environment that is judgement free.

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Being explicit about positionality and privilege in “expertise” and “knowledge”

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Being explicit about positionality and privilege in “expertise” and “knowledge”

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Fostering radical inclusion by acknowledging marginalised students (e.g. disabled students and those those from minority or disadvantaged backgrounds) as fully included and agentic members of education communities

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Fostering radical inclusion by acknowledging marginalised students (e.g. disabled students and those those from minority or disadvantaged backgrounds) as fully included and agentic members of education communities

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No student is disadvantaged in their academic journey due to visible or invisible disabilities.

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Including examples that include all types of people and backgrounds. Teaching that has different ways if learning that support diverse leaners

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Including examples that include all types of people and backgrounds. Teaching that has different ways if learning that support diverse leaners

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Supporting all learners based on their starting points and acknowledging how their differences contribute to a better learning environment. Providing a safe space for learners to be themselves and excel.

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A collection of practices (plural)

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To ensure everyone is engaged, included and feels a sense of belonging

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That people feel heard and welcome. In practice that might be as simple as asking and then using the correct names/ pronouns or making an effort to pronounce names correctly.

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Including images and stories of people from a diverse range of backgrounds so that people feel included.

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Practices that work for a broad range of students with different cultural and ethnical background, different socioeconomic status and upbringing, levels of neurodiversity etc. As a scientist for me it is equally important to include students of different scientific background.

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As a parent, making sure that no matter what path my child takes that they have opportunities.

One of my best friends has a severely disabled son which has really opened my eyes up to whether various aspects of life are inclusive.

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Use polls to allow all students to be represented 

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Use polls to allow all students to be represented 

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Checking colour contrast to ensure best visibility for all and to cater for students with vision impairment

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Understand student prior experience/holistic understanding

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Practice: Transcriptions of all videos

Purpose: So that students with auditory processing problems or hearing issues can still access the content

Practice: Interactive content and diagrams all come with 'Access the alternative text' buttons

Purpose: So that students who have visual disabilities can still access the content

Practice: Testing accessibility of the Moodle before it is released

Purpose: To ensure that all students can access the content equally, and aren't barred due to circumstances outside of their control

Practice: Diverse representation of populations in decorative imagery throughout the course

Purpose: So that all students feel that the content is relevant for them and represents them - they feel included

Practice: Select case study names equally, ideally based on a combination of names commonly frequented in the student population, and representing names from a wide variety of countries across the globe

Purpose: So that students feel the content is relevant for them and represents them - they feel included

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Addressing students by their preferred names at ingress to laboratories

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Addressing students by their preferred names at ingress to laboratories

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Providing transcripts for videos to support students who prefer to read rather than watch a video, or who may have issues with connectivity.

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PURPOSE: So that students using a screen reader can access content

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Moodle formatting so the content is accessible to all. 

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Moodle formatting so the content is accessible to all. 

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Name tags and try to learn/use student names- it is more personal to know someone by name. People are more than a number.

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Practice: Dropping the two lowest tutorial assessment marks

Purpose: A bad day or an event occurring which is outside the realm of special consideration means that students can still do the best they can without worrying about the impact of a poor grade/missed task

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Using  Grumbler for making diverse groups

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Using  Grumbler for making diverse groups

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Practice: Involve students in co-designing assessments and learning activities

Purpose: Incorporate their perspectives which are valuable and would not have been known to me otherwise.

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Introduction activities in the unit to help students learn more about each other and their backgrounds.

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Try to use open access material or content available through the library rather than (expensive) paid textbooks.

Why: students already work to pay for their expenses, cheaper is better for them.

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Practice: plain, simple color scheme in slides (high contrast)

Purpose: support students with color blindness

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Use diverse array of teaching materials to encourage consideration of subject matter from different perspectives and in different contexts  

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Use diverse array of teaching materials to encourage consideration of subject matter from different perspectives and in different contexts  

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Purpose: To try and avoid stereotypes being formed and also to make students feel included.

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Alternative formats of assessment instructions 

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Alternative formats of assessment instructions 

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Multimedia engagement with content- read, watch, listen, speed up, slow down, translate, use AI to amplify engagement etc.

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Allow students to keep screens off and to choose whether they engage in discussions or present materials

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Allow students to keep screens off and to choose whether they engage in discussions or present materials

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Inclusive terminology around 'reproductive organs' (in anatomical context)

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Inclusive terminology around 'reproductive organs' (in anatomical context)

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I.e. in lieu of "male organs" "female organs"

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Avoid stereotypes when creating case studies.

To avoid misleading and reinforcement of harmful generalisations

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Promote diversity and inclusion of marginalised and minority groups in case studies and assessment design

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Promote diversity and inclusion of marginalised and minority groups in case studies and assessment design

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Promote student services available to all students 

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Promote student services available to all students 

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Practice: Using online collaborative whiteboards for in-class activities

Purpose: Allows an opportunity for students to engage in the class and with the material without involving public speaking

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Ensuring transcripts/ captions are correct

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Ensuring transcripts/ captions are correct

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make no assumptions about their background and ability

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Exposure to and discussion about diverse but contextualised positions 

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Exposure to and discussion about diverse but contextualised positions 

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Spend extra time with some students to meet their individual needs. Taking care to unpack their concerns, talk about barriers, and focus on their strengths and strategies.

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Ensure visual and text representations has a range of backgrounds, genders, and races.

Why: Ensure diversity is represented

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Reflective practice: encourage students to draw on their unique perspectives and experiences in relation to what they learn

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Reflective practice: encourage students to draw on their unique perspectives and experiences in relation to what they learn

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Purpose: So that students are more likely to be able to access content regardless of their situation.

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Ensure materials do not come from same perspective or place - eg include critical views, writers from non Anglo backgrounds, writers who offer perspectives of marginalized. 

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Ensure materials do not come from same perspective or place - eg include critical views, writers from non Anglo backgrounds, writers who offer perspectives of marginalized. 

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Encouraging students to log into online sessions with their preferred name.

This ensures they are addressed by everyone correctly and supports a more relaxed and inviting environment

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Provide options for students to express their opinions in written form in class (e.g. padlet, chat, google doc) during discussion time instead of just orally. This assists students who may be more introverted or less confident in spoken English.

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Purpose: allow everyone in the room to have a voice

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Name tags

Team and group work

Building community activities

Hybrid classrooms

Different modes of delivery ie. game based learning

Respect

A safe environment

Active listening

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When completing announcement, use of video and transcriptions in addition to summary dot points.

To relay information to students in a way that all can understand

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I like to know everyone in my class by their names (up to 60 students per class) and I use group activities for students to learn each other’s names in the first week. When everyone asks a question in my workshops or steps forward to show a solution to the given problem I ask them to introduce themselves first! The look of joy on students’ faces when you address them by their first name is indescribable!