Inclusive Learning
Inclusive learning and teaching can be thought of as forward looking
and responsive. It aims to meet the interests, needs and preferences of
all students, rather than creating specialist provision for specific
groups of learners. It also means institutions are better placed to
comply with equality legislation, and can help to create the most
effective kinds of learning environments. This in turn results in
increased levels of student engagement, and will improve retention and
success – and thus ultimately student satisfaction. We offer
research-informed services such as staff and institutional development
programmes to raise awareness, develop understanding and stimulate
change at the institutional and individual levels. We focus on:
•
The needs and entitlements of specific groups of students
•
Understanding inclusive learning and teaching
• Staff awareness,
understanding and engagement
• Inclusive pedagogies
• Inclusive
curriculum
• Inclusive assessment
Relevant Publications
Thomas, L. (2005) ‘The implications of widening participation for
learning and teaching’, in Layer, G. and Duke, C. (eds) Widening
Participation. Leicester: NIACE
Thomas, L. and May, H.
(2010) Inclusive learning and teaching in higher education.
York: Higher Education Academy
Thomas, L. (2013) Learning and
teaching, in Morgan, M. (ed) Supporting student diversity in higher
education: A practical guide. Abingdon: Routledge
Thomas, L.
(forthcoming) Developing a curriculum for diversity: Raising awareness,
increasing understanding and changing practice, in Crook, D. and
Cunningham, B. (eds) Professional Life in Modern British Higher
Education: The death of ‘the don’? Bedford Way Papers series.
London: Institute of Education
Relevant activities
Liz has led two change programmes on developing and embedding inclusive learning and teaching. She is co-author of a self-evaluation toolkit.