Accessibility statement

Inclusive curriculum design 

Programme and module design is central to developing an inclusive curriculum. This rests on the belief that learning and teaching is enriched by the varied backgrounds and experiences of students: where the diversity of the student community is recognised and embraced, and the curriculum is informed by diverse cultural and social perspectives, everyone learns and benefits from this approach and all students are given the opportunity to succeed.

Practical guidance

  • Consider the ways in which your programme and module design can be informed by the diverse identities of the students, and the diversity of their educational, social and cultural backgrounds and experiences.
  • Students will have a diverse range of backgrounds and experiences. Consider whether the curriculum content relies on culturally specific language, terminology or knowledge. Consider how the curriculum content can be contextualised so that students can make links with their prior learning and experience, and ensure that there are opportunities for students to become familiar with key concepts and language. 
  • Consider creating opportunities to engage students as co-creators in devising programme and module learning outcomes, giving them a greater sense of ownership and understanding of their learning. Ensure that the programme and module design processes have provisions for consultation with and feedback from a wide range of students.
  • Inclusive curriculum design offers all students the opportunity to succeed, and should reduce the need for reasonable adjustments for individual students. Where reasonable adjustments remain necessary consider how they can be planned and implemented in partnership with the students concerned. 
  • An inclusive curriculum encourages its students to engage in critical reflection that aims to recognise the value of other voices and experiences that have been systematically silenced or marginalised. Consider whether there are any perspectives, theories or intellectual traditions that are being presented as universal or dominant by the curriculum, and whether critical analysis and discussion regarding the positions and identities of the authors/sources included in the curriculum is promoted among students.
  • Diversifying reading lists allows for different voices, perspectives, approaches and experiences. When developing reading lists, consider ways to incorporate bibliography and scholars from marginalised positions and minority identities, and ensure that programme/module reading lists include authors/sources from different backgrounds (eg regarding ethnicity, gender, disabilities, sexual orientation). Develop routes for students and staff  to suggest other authors and case studies, reflecting their different perspectives and experiences. Consider signposting to the library webpages on diverse reading lists. See also the library ‘your library, your voice’ project highlighting some key reading to consider when diversifying reading lists. 
  • Review any case studies, problem-based learning scenarios and examples used in the curriculum to ensure they reflect a diverse range of experiences and perspectives.
  • The use of technology to support inclusive learning should be considered, for example ways it can be used to facilitate access to learning materials, communication between staff and students, and between the students themselves in their learning activities.
  • Promoting and supporting student wellbeing is an important aspect of an inclusive curriculum as it helps to foster a sense of student belonging and engagement, and acts to anticipate and reduce potential stresses and barriers for students. Consider, for example, developing opportunities for peer support and learning, connection and communication with academic and departmental staff, and the potential impact of the timing of assessments.
  • Where video and audio material is used in teaching, closed captions need to be used. Where audio-visual resources are a core part of a course, text-based alternatives need to be made available (captions, transcripts or summaries of the key points) to support learners with sensory impairments. See more guidance on the staff digital accessibility webpages. 
  • Inclusive curriculum design offers all students the opportunity to succeed, and should reduce the need for reasonable adjustments for individual students. Where reasonable adjustments remain necessary it is important that they are planned and implemented in partnership with the students concerned. Consider also whether these adjustments could be offered to all students.

Reflective questions

These reflective questions have been produced by Inclusive-Learning@York, working closely with student interns, to support University of York staff to explore, discuss and reflect on inclusive practices in their teaching, learning and assessment.

Additional resources