Twenty-two recommendations for inclusive teaching and their implementation challenges.

Authors

  • Katie Stripe Imperial College London
  • Iro Ntonia Imperial College London

DOI:

https://doi.org/10.47408/jldhe.vi28.1034

Keywords:

inclusive education, inclusive practice, influence, equity, equality, diversity and inclusion

Abstract

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.  

Author Biographies

Katie Stripe, Imperial College London

Katie Stripe is a Senior Learning Designer in the Education Office at Imperial College London. She is a Senior Fellow of Advance HE and a Certified Member of the Association of Learning Technologists. She writes and designs content for online student support programmes and works on a range of projects to make the student journey more inclusive.

Iro Ntonia, Imperial College London

Iro Ntonia is a Senior Teaching Fellow in Educational Development and MEd course director at Imperial College London in the Centre for Higher Education and Research. She is a Senior Fellow of Advance HE and has a PhD in Behavioural Neuroscience. Her research interests include educational neuroscience and psychology and individual variability in learning.

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Published

24-09-2023

How to Cite

Stripe, K. and Ntonia, I. (2023) “Twenty-two recommendations for inclusive teaching and their implementation challenges”., Journal of Learning Development in Higher Education, (28). doi: 10.47408/jldhe.vi28.1034.

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Papers