Qed’s Strategy for Embedding Inclusive Practice in Learning, Teaching and Assessment 1 Introduction




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QED’s Strategy for Embedding Inclusive Practice

in Learning, Teaching and Assessment
1 Introduction
1.1 The Quality and Educational Development Team (ADPU, AQU, CILS and the Heads of CP and UMS) have spent some time in recent months discussing how they can support the University’s ambitions to provide excellent inclusive higher education. In particular the team has considered how it can support the embedding of inclusive practice in learning, teaching and support.
1.2 To this end, the team has considered that it would be helpful to set out its own strategy for achieving this. This document sets out our strategy by defining what we mean by inclusive practice and the ways in which we plan to support academic Institutes, course teams, departments and academic and learning support staff in ensuring that inclusion is an integral element of course design and delivery and the student experience more broadly.
2 Context
2.1 The University’s Learning, Teaching and Assessment strategy states:
“'Inclusive' higher education refers to policy and practice that actively seeks to widen participation in higher education learning opportunities, dismantles unnecessary barriers to learner achievement through the development of innovative curricula and pedagogy, and celebrates cultural diversity. We believe that every individual matters and aim to help all students, staff and partners make the most of their potential, as well as to benefit from the practical rewards of higher education and learning.
Inclusive practice means considering the needs of all students, including specific groups and individuals, in all aspects of course/module design and delivery, from recruitment activities through to assessment and preparation for their future.”
2.2 Sometimes ‘inclusion’ is used in a more narrow sense to refer to strategies which enable disabled students to participate and demonstrate their learning. It is also sometimes used with reference to all widening participation groups (mature/older learners, those from black and minority ethnic backgrounds, those entering with ‘non-standard’ qualifications or no previous formal study, young people from low participation neighbourhoods and/or the lower socio-economic groupings) and sometimes also includes international students as a specific group. Under the relevant legislation we have a duty to promote inclusion for all of these groups.
2.3 To achieve the above, the QED team will:


  • Sustain and develop the culture of inclusion within the University

  • Provide a range of resources, information and development opportunities to raise awareness of and develop capabilities in inclusive practice

  • Engage with students from all backgrounds to support and inform effective practice

  • Ensure that inclusive practice is explicitly considered through the course approval and review processes

  • Carry out applied research to promote best practice in supporting student learning and seek to build a national and international reputation for inclusive learner support.


3 Activities
3.1 We will implement the strategy by undertaking the following activities:


  1. Ensure that the PG Certificate in Learning and Teaching in HE espouses the values of inclusion and promotes modern and best practice

  2. Embed capabilities in inclusive practice in the University’s professional development framework

  3. Provide a curriculum design tool to support course teams in developing and reviewing course curricula

  4. Roll out to all Institutes the Appreciative Inquiry model for developing inclusive practice

  5. Maintain a project fund to support inclusive practice development projects

  6. Develop ADPU webpages which signpost and direct staff to resources to support inclusive practice

  7. Promote greater use of SCIPS and create resources/guides/links on the ADPU website

  8. Ask course teams to make explicit within student handbooks the ways in which they have, or plan to, develop capabilities in inclusive practice

  9. Implement equality assessments on all policies/strategies and procedures for which we are responsible, and ensure these are made available

  10. Keep under review Assessment policy, procedures and guidance for disabled students, and engage staff in discussion about best practice in assessment for disabled students

  11. Work with the Students Union and with Student Services to ensure that disabled students are able to provide feedback on their experiences and also to input into quality enhancement processes.

Dr Marie Stowell, Director of Quality and Educational Development

Dr Val Chapman, Director of Centre of Inclusive Learning and Support

Sue Cuthbert, Head of Collaborative Programmes

Julian Martin, Head of Quality Assurance and Enhancement

Dr Ian Scott, Head of Academic and Development Practice

Dr David Sudlow, Under-Graduate Modular Scheme Director
September 2008

Glossary

ADPU Academic Development and Practice Unit

AQU Academic Quality Unit

CILS Centre for Inclusive Learning Support

HE Higher Education

Head of CP Head of Collaborative Practice

Head of UMS Head of Undergraduate Modular Scheme

PG Post-graduate



QED Quality and Educational Development

SCIPS Strategies for Creating Inclusive Programmes of Study


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