Developing and Embedding Inclusive Policy and Practice in

Higher Education

Presented by Dr Ann Rumpus and Eileen Laycock

10 September 2008

Background & Aim• Inclusive Curriculum for Disabled

Students (ICDS) is part of three-year TQEF funded programme at the University of Westminster

• Aim: to develop and embed university-wide approaches to inclusive curriculum design and delivery to support disabled students’ learning

Objectives• To support new and existing staff to continue to develop

inclusive curriculum design and inclusive learning and teaching practices that will reduce barriers to learning for disabled students and will recognise a diversity of learning styles.

• To involve staff and disabled students in identifying good practice and barriers in existing learning and teaching approaches.

• To review the University's processes for curriculum validation and review, in relation to inclusion for disabled students.

• To promote inclusive approaches for disabled students that are embedded in mainstream processes and practices.

KEY ACHIEVEMENTS• Focus Groups • Learning & Teaching Guides • Case Studies• Website • Course Validation and Review • PGCertHE • Seminar for Disability Tutors/ Learning &

Teaching Coordinators• Workshop at annual Learning & Teaching

Symposium

Focus Groups• 22 held for disabled students & staff

• Purpose to seek views of students/staff on good practice and barriers

• Information gained in FGs used to inform Learning & Teaching Guides and Case Studies

• 8 FG themes: Admissions; research students; personal tutoring; competence standards; learning & teaching resources; laboratories, practicals and workshops; lectures, seminars, tutorials; work placements/experience

Learning & Teaching Guides

• Introductory Guide• Recruitment and Selection (Get your free draft copy

today!)• Enrolment and induction (Get your free draft copy today!)• Assessment (Get your free draft copy today!) • Validation and review• Competence Standards and Curriculum Review• Information and Learning Resources• Lectures, Seminars and Tutorials• Labs, Workshops and Practical Work

Case Studies• 8 case studies planned – 4 from staff

and 4 from students

• Based on information gleaned from focus groups

• Plan to build in facility to add further case studies after project has ended

Other Activities• Course Validation and Review• PGCertHE • Seminars & Workshops• Teaching & Learning Symposium• Website http://www.wmin.ac.uk/page-14267

containing all project information

What Next?• Sustainability – how can the work be

“embedded” in the institution? • Structural changes occurring – where would

the work be best located? • Who should be responsible for ensuring this?• How will it be sustained within the CPD

framework? • How can guidance about responsibilities and

strategies best be communicated to staff?

Who was involved?• Daniela de Silva Dyslexia Adviser, University of Westminster• Caroline Davies Consultant, Impact Associates• Tina Elliott Consultant, Impact Associates• Monica Grinfeld Disability Tutor, University of Westminster• Hilary Gura Administrator, University of Westminster• Katherine Hewlett AchieveAbility, University of Westminster• Eileen Laycock Disability Services Manager, University of Westminster• Rikki Morgan-TamosumasPVC, Learning & Teaching, University of Westminster• Hayrunisa Pelge Disability Adviser, University of Westminster• Ann Rumpus Head of EIC, University of Westminster• Judith Webster Deputy Academic Registrar, University of Westminster• Will Whitlock Disability Tutor, University of Westminster

Thanks to all the above and …..University of Westminster students; learning and teaching coordinators and other staff who

attended focus groups

• HE Academy

Any questions?

Activity• If you were putting a team together in your

institution to develop the IC who would it be and why?

• How would the work be funded?• What would be the intended timescale?• What would you identify as the key stages

and outcomes?

• 15 mins individual discussion, then 15 mins feedback