Inclusive learning and teaching approaches

Inclusive practice ensures the diverse learning needs and preferences of all students are met. It enables all students to actively engage with and participate in their learning, and to reach their full potential through belonging to an inclusive learning community.

Practical guidance

Student-centred approaches - inclusive practice in the classroom can be effectively supported by approaches that prioritise active student learning, engagement and value students as experts in their own learning. Such approaches foreground individuals as well as the groups of students, and consciously consider the diversity of learning needs, experiences and perspectives. Consider establishing ways to regularly connect with your students, through dialogue, where they can bring their unique lived experiences, perspectives and knowledge into the classroom.
Use a variety of methods for teaching and learning - support students to engage and participate in different ways, ensuring that students can explore and identify learning techniques that are meaningful to them. For example, have a balance of individual, whole, small group and paired activities. Vary input in the mode of delivery and offer a range of opportunities for participation. Think about your own learning. Consider how you learn most effectively and ask yourself whether (and why) you would learn well, feel a sense of belonging and feel agential within your classroom/module!
Technology - consider the ways in which technology may be used to support formative assessment, self-directed learning and collaborative learning. With respect to formative assessment, technological approaches/platforms can provide rapid input to you and feedback to students. Technology can also be used to support flipped learning approaches - ie students engaging with content within virtual learning environments, prior to attending seminars. Enabling students to learn - via web-based learning environments - in diverse and individualised ways, promotes flexibility in terms of pacing and content, and can result in rich, personalised learning experiences. Digital technologies can also afford students opportunities to collaborate in conceptualising problems, designing solutions and co-constructing research outputs. For example, immersive and collaborative online environments, such as gaming platforms, can promote learning about how to work collaboratively with others, as well as foster individual learning.
Authentic and relatable - encourage students to make connections with prior knowledge, lived experiences and their own interests. and on what they already know and to draw on and relate content to their own experience to help make connections and engage with the material being taught.
Inclusive language and terminology - consider the use of language and terminology in your teaching, and avoid the use of stereotypes. Consider any use of culturally specific references and terminology, and ensure all materials are inclusive and accessible to all students. See the University of York’s glossary of equality, diversity and inclusion terminology for further guidance.
Group work can be used to promote inclusion, for instance, mixing students from different countries can support cultural exchange and build a sense of community and belonging. Support and advise students on effective group work skills.
Collective and social learning - ensure that students do not feel alone. Learning is social: we learn from others and with others! Create opportunities and encourage students to support and learn from each other. This will help foster a sense of belonging and create a learning environment that feels collaborative, welcoming and social. Create opportunities early in the module/programme for students to get to know each other (and you), helping to break down barriers between students and create a sense of inclusive community. See also university webpages on the academic skills community.
Course materials (for example handouts, presentations and online course materials) should be created in an accessible format. See more guidance on the staff digital accessibility web pages. Where students are creating and sharing material with each other, support should be given for those materials to also be created in an accessible format. Guidance for students can be found on the student e-accessibility web pages.
Students benefit from opportunities to pre-learn and prepare for teaching sessions. Materials can be made available on the VLE in advance of teaching sessions, for example lecture slides or session outlines, in an accessible format.
Consider whether the physical surroundings of the learning environment are inclusive (eg levels of lighting, the distance between lecturer and students, acoustics, steps taken to minimise potential distractions). See more information about campus accessibility on the estates and facilities webpages.
Consider how assistive technologies (eg screen-readers, screen enhancement software) and alternative formats can be used to benefit 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.

Case studies of good practice

These case studies of good practice reflect several pieces of work taking place across the University which promote and teach important lessons about inclusive teaching and learning practice

YUSU’s ‘Life in Lockdown’ research: What the COVID-19 lockdown taught us about the importance of Inclusive practice.

This case study highlights the impact of sharing students’ individual experiences at the University of York, through acknowledging a diverse array of intersectional identities. It is an important example of student-centred approaches to learning, teaching and assessment.

Led by University of York Students’ Union (YUSU)

What did we do?

‘Life in Lockdown’ was a research project conducted by the University of York Students’ Union (YUSU) throughout the first COVID-19 national lockdown, collecting students’ personal stories in order to understand how the shift to online learning affected University of York students. The research asked students to depict their personal experiences of learning and student-life during lockdown through personal stories and representations.

Why did we do it?

To understand how the national lockdown affected students from the University of York and, in particular, to understand the differences in students' experiences between different student groups.

What did we find?

Many student stories highlighted that the shift to online learning exacerbated pre-existing inequalities in the higher education system, which meant certain student groups felt disadvantaged in their learning experiences. In particular, student’s highlighted the false expectation that all students would have the same level of access to teaching and learning resources, opportunities and support over the national lockdown period. This included an assumption that students would have access to private study spaces and technologies such as a computer and stable internet access. The student’s stories also highlighted the importance of flexible assessment practises in ensuring all students could have equitable access to achieving the same grades and outcomes.

Reflections and recommendations

Consider where and when different approaches to support may need to be taken for different student groups and individuals in order to ensure equitable access to learning experiences and resources.
Listening to student perspectives and involving them in aspects of teaching and learning, including assessments and learning technologies, can help develop a more honest and holistic approach to inclusive learning.

To find out more get in touch with n.glover@yusu.org or read more about the ‘Life in Lockdown’ project.