Inclusive practice

An inclusive curriculum is “one where all students’ entitlement to access and participation in a course is anticipated and taken into account”

The process of developing, designing, and delivering programmes of study to minimise the barriers that students, regardless of educational, dispositional, circumstantial, or cultural background, may face in accessing and engaging with the curriculum.

Inclusivity ultimately aims to ensure that all students feel empowered to be themselves within our institution and see themselves reflected in the curriculum, irrespective of their background, circumstances, or demographic characteristics (including but not restricted to ability or disability, gender, sexual orientation, ethnicity, race, religious belief, or non-belief).

Inclusive design and delivery of teaching is an anticipatory adjustment insofar as it obviates or minimises the need for individual reasonable adjustments. By anticipating the diverse needs of students, inclusive teaching removes barriers to participation and avoids the stigmatisation of students, who no longer need to request such adjustments.

Why does this matter? 

• The University has a responsibility to deliver quality teaching and learning to all their students. 
• The student population reflects the increasing diversity of UK society and the success of HEIs in attracting international students. 
• The diversity of students frames the learning experience. 
• Inclusive practice maximises the value of this resource and enriches the experience for all. 
• Students who acquire the skills to work productively with people from different backgrounds are likely to be attractive to potential employers. 
• A proactive approach to inclusion is likely to reduce the time academics would otherwise spend working on a one-to-one basis with students who are experiencing problems with learning. 
• Students have a legal right to teaching that does not discriminate against them on grounds of age, ethnicity, gender reassignment, pregnancy or maternity, religion or belief, sex, or sexual orientation.
• Note that disabled students have a legal right to reasonable adjustments to ensure that their needs to access education are met.
• Embedding inclusivity is a legal and ethical requirement for Higher Education Institutions.
• Inclusivity is also strongly aligned to Diverse St Andrews strategy strand, and the University’s ambition to become a beacon of inclusivity.

Kingston University’s Inclusive Curriculum Framework

The Inclusive Curriculum Framework was designed to promote a universal approach to course design to improve the experience, skills and attainment of all students. The Framework is based on three fundamental principles: accessibility, allowing students to see themselves reflected in the curriculum and equipping students with the skills to positively contribute and work in a global and diverse world.

Kingston’s Inclusive Curriculum Framework identifies six key prompt areas for developing inclusive curricular across the academic lifecycle:

• Content 
• Language
• Learning and teaching
• Assessment
• Feedback
• Review and evaluation.