[18] Inclusive Education for All: The Curriculum Inclusivity and Audit Toolkit

PRESENTATION

Inclusive Education for All: The Curriculum Inclusivity and Audit Toolkit

Author

Alys Einion

Abstract

Curriculum Inclusivity Audit Toolkit (CIAT)

The aim of the CIAT is to directly and actively embed equality, diversity and inclusivity (EDI) across all curricula and teaching and learning activities and resources. EDI includes but is not restricted to: age; gender; sexuality; gender identity/reassignment; disability/illness; faith, belief and religion; ethnicity/race; social status/economic status; being pregnant; marital status; body presentation/size.
Aims:
The session will demonstrate and discuss an evidence-based toolkit developed for curriculum audit and design, which addresses fully inclusive education at multiple levels.
Objectives:
The toolkit will be used:
 To set best practice standards for inclusive curricula, teaching activities, learning resources and assessment across multiple indices of inclusivity.
 To serve as a locus of information and support for developing and implementing inclusive teaching and learning.
Rationale:
A global university needs resilience embedded into its future teaching and learning, from broad-strokes curriculum design down to the fine detail of day-to-day teaching and learning activities. In order to attract, retain and support a widening pool of students and staff, and directly address quality standards, we must future-proof our curricula and our teaching and administration activities by proactively addressing multiple dimensions of EDI. This goes beyond basic equality legislation and directly addresses the student experience, thus enhancing our potential scores in the SES, SSS, the TEF and other measures of quality and performance. Extant work in some areas of inclusive education suggests that direct action can bring about incremental change (Hockings, 2010, Ward and Gale, 2016). This can be small acts of change, such as reviewing the gender, age, ethnicity, sexuality or disability status of authors and sources used (in order to ensure diversity) or educating staff on the use of inclusive language, to name but two examples. Students who find themselves and their identities reflected in their learning experience are more likely to express satisfaction with their experience and this could directly reduce student attrition.
A Relational Approach To Anti-Oppressive And Inclusive Pedagogy
CIAT is based in the concept of relational approaches to inclusive pedagogy. These approaches build on fundamental concepts of teaching and learning to underpin activities and address the ways in which educators promote high quality educational experiences founded in anti-oppressive practice. Existing models are used to inform our current model. It is possible to design and implement teaching and learning at every level which addresses and incorporates intersectionality, plurality, and a degree of social consciousness.
The toolkit, based on up to date research, evidence and current practice, has been developed in consultation with departments, stakeholders and services across the university and beyond, and will be piloted in one College in 2019, before being rolled out across the University subsequently. This session will share this information with the wider University audience and enable constructive dialogue about its accessibility and applicability. The future of higher education is inclusive: this session shows one path forward for innovative approaches to embedding equality and diversity into the very heart of our teaching and learning practice.

Session Outline

CIAT – Session Outline
• Overview and rationale, including evidence base and key concepts
• A brief history of how the toolkit was developed
• Introduction to the tool (with handouts)
• Exploration of levels and domains of the toolkit
• Plans and challenges with implementing the toolkit

Key Messages

By the end of the session, delegates will:
• Have a better understanding of inclusive education across multiple domains of equality and diversity
• Be able to discuss and explore areas within their own teaching and learning practice where immediate, small changes can be made to improve inclusivity
• Have a draft version of the toolkit and the invitation to provide feedback on its design and implementation

Key Words

Inclusivity,education, development


FOR STAFF USE ONLY : Laptop and data projector.  own printouts BEING PROVIDED for the audience

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