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Supporting materials

Learning materials

Resources, Glossary

Mind Map

Case Studies

Curriculum reflection

Learner needs

Educational policies

Final Quiz - Survey - Badge

Preliminary Assessment

Sum up Infographic

Introduction of Module

Unit 1.2

Index

Unit 1 .1

Unit 1.3

Keywords: diversity, dimensions of diversity, learners’ needs, unconscious bias, curriculum reflection, educational policies, social dimension

Inclusive practices in course design are essential for creating an equitable, effective, and engaging learning environment that benefits all students and aligns with broader societal values and legal requirements.

It provides input:

DESIGNING AN INCLUSIVE COURSE

In this module you will learn why you should pay attention to the use of inclusive practices when developing your course and how you can set up an inclusive course curriculum.

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

Assess yourself along the PROFFORMANCE Assessment tool statements INCL TA1 - Competences on inclusive course design

Assess your competence in designing an inclusive course by the PROFFORMANCE Assessment Tool.

What is your experience?

Statements

Assessment Tool

Self-reflection

This is a paragraph of text waiting to be awesome content

My course content reflects diverse social and cultural perspectives, ensuring equitable representation and opportunities for all students.

I design courses in alignment with European, national, and institutional policies to promote equity, access, and inclusion for all students.

Hint

Assess yourself

This is a paragraph of text waiting to be awesome content

student engagement

accessibility

presentation of content

learning outcomes

assessment

diversity

privilage

inclusion

equality

social dimension

Curriculum reflection

Educational policies

physical / mental disabilities

ethnicity

socio-economic background

sexual orientation

gender

age

religion

Unconscious bias

Diversity dimensions

Learners' needs

Inclusive course design

Concept map of Terminology

Reflective Question

UNIT 1.1

Inclusive education is all about recognizing that every student has unique strengths and needs. It's about creating a learning environment where everyone feels valued and supported to reach their full potential. In this unit you will find out about dimensions of diversity and will explore measures and ideas that students with diverse backgrounds might find helpful.

LEARNER'S NEEDS

Definition

UNIT 1.1

Terminology Dimensions of diversity in HE

UNIT 1.1

The concept of diversity: Dimensions of diversity in HEDIMENSIONS OF DIVERSITY IN HE

How does the FH OÖ define Diversity Management?

Based on scientific findings the HEAD Wheel was designed to serve as a frame of reference for a holistic diversity management that embraces five interconnected diversity segments:

Demographic diversity,
cognitive diversity,
disciplinary diversity,
functional diversity and
institutional diversity.

UNIT 1.1

The concept of diversity: Dimensions of diversity in HEDIMENSIONS OF DIVERSITY IN HE

UNIT 1.1

- with exceptional talents or special learning abilities? - who belong to marginalized groups or who come from socio-economically disadvantaged backgrounds?

Do you have students in your course - who are single parents? - who are in employment? - who are taking their second or third attempt at an exam? - whose native language is different from the language of instruction? - with diagnosed learning disabilities?

What could be needs of some of these students?

Reflect on inclusive course design by considering the following questions:

Flexible scheduling and course delivery

EXCELLENT

Support Services

Understanding and empathy

Verification

to cater to different learning needs and to allow students to demonstrate their knowledge in different ways.

simple language and visual aids

Use a

in lectures and materials. This helps non-native speakers to understand the course content better. It also helps students with learning disabilities or impairments.

Use

variety of teaching and assessment methods

is important for all students. Encourage a positive mindset, question existing routines, stay flexible and open-minded towards requests and refer to counselling services.

provide access to childcare facilities, counseling and support groups/services, academic advising, career services, assistive technologies. This may be especially relevant for single parents, students from disadvantaged backgrounds or students with learning disabilities of students with impairment.

(e.g. evening classes, weekend classes, online options) can be perceived as supportive by single parents and students in employment.

Drag and drop the right words to the boxes.

What could be needs of some of these students:

UNIT 1.1

Ivan's story

Niomi's story

Adam's story

cASE STUDIES

Resources and Support

Signs of Dyslexia

Communication & Confidentiality

offer

Identify

open

ADAM's story

Course leader reflections

STEPS you can take:

A dyslexic students in the course

Online resources

Institutional support

Assessment and Feedback

Flexible Learning Options

Course leader reflections

Addressing Learning Gaps

Pre-Course Support

Building Confidence and Community

STRATEGIES to accommodate Ivan's needs

Mature students in the course

Ivan's story

Communication and Flexibility

Coursework and Assessment

Support and Understanding

Variety of assessment forms

Institutional support

Empathy, understandin

Open communication

Flexible deadlines

Course leader reflections

Smaller assignments

Remote collaboration

Asynchronous learning

Record lectures

STRATEGIES to accommodate Niomi's needs:

A student with care obligations

Niomi’s Story

Unconscious bias happens when our subconscious makes assumptions about people based on their background or perceived background.
Everyone has unconscious biases.
An individual can be unconsciously influenced by a stereotype even if they do not rationally subscribe to it.
Unconscious bias arises because we have to process vast amounts of information every second. In order to avoid being overwhelmed, our brains have to make assumptions based on previous experience and find patterns to speed up decision making.
However, these assumptions tend to be based on simple characterisations of people such as their age, appearance or the assumed gender.

Unconscious bias

Take the Harvard Implicit Association test to discover your unconscious preferences:

Test your unconscious preferences!

Are you aware of your own unconscious biases?

UNIT 1.1

Conclusions

This online learning module explored the principles of inclusive education, emphasizing the importance of recognizing and addressing diverse learners' needs to create an equitable learning environment.

The module also encouraged critical curriculum reflection, helping educators identify potential barriers to inclusion and adapt their teaching approaches to ensure accessibility and fairness for all learners.

UNIT 1.1

EDUCATIONAL POLICIES

Educational policies in inclusive education aim to create a learning environment where all students, regardless of background, ability, or need, can participate meaningfully and reach their full potential. This unit informs about the most important policies on the EU level.

Inclusive and connected higher education

Learn about educational policy recommendations for inclusive higher education course design.

UNIT 1.2

EDUCATIONAL POLICIES

The European Union has been actively promoting inclusion within higher education through various initiatives and policies.
However, there isn't a single specific document that regulates inclusion across all EU member states.
Instead, inclusion in higher education is addressed through a combination of EU directives, recommendations, and national policies.

UNIT 1.2

maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market.

quality and inclusive education, training and life-long learning in order to

Broaden the view of inclusion in education

THE EUROPEAN PILLAR OF SOCIAL RIGHTS

UNIT 1.2

The first principle of the European Pillar of social rights underlines that: Everyone has the right to

The European Pillar of Social Rights in 20 principles

Strategic priority 1

...an important pillar of...

Improving quality, equity, inclusion and success for all in education and training

Get to know strategic priority 1

(2021-2030) 2021/C 66/01 (OJ C, C/66, 26.02.2021, p. 1

COUNCIL RESOLUTION ON A STRATEGIC FRAMEWORK FOR EUROPEAN COOPERATION IN EDUCATION AND TRAINING TOWARDS THE EUROPEAN EDUCATION AREA AND BEYOND

Strengthening the social dimension of higher education

THE 2018 PARIS COMMUNIQUÉ

UNIT 1.2

Strengthening the social dimension of higher education is an important pillar of the Bologna.

The crucial role of higher education

Higher education is expected to play a crucial role in:

Priorities

One of the priorities for action is building inclusive and connected higher education systems.

Council of Europe Education Strategy 2024-2030

Building inclusive and connected higher education systems

DOCUMENT 52017DC0247

THE RENEWED EU AGENDA FOR HIGHER EDUCATION

UNIT 1.2

Seeing inclusion in various aspects of education: from linguistic support for vulnerable groups to promoting a culture of trust and respect in educational settings.

THE RENEWED EU AGENDA FOR “LEARNERS FIRST” EDUCATION FOR TODAY'S AND TOMORROW'S DEMOCRATIC SOCIETIES

Reflective Question

UNIT 1.3

Add the correct word(s) to the text

“Higher education has never been an oasis of acceptance and nurturing. Colleges and universities, especially our most elite institutions, have only begun to base admission on “merit” during the last 50 years. For most of their histories, they were bastions of apartheid — the very definition of exclusion — based on race, class and ethnicity. Their traditions epitomized the rejection of otherness. Blacks, women, Jews, Hispanics and working class youths did not belong.”

It follows that we as universities must consider the diversity within our universities when designing our teaching, curricula and student support systems. Actionable strategies for doing this are generally seen as the ‘inclusion’ part of diversity and inclusion and referred to as Inclusive Practices.

UNIT 1.3

EXCELLENT

Minority students often report either feeling ___________________ in the classroom, or feeling hyper-visible as _____________________.

the token minority

Verification

invisible

Even with increasing ________________ amongst students, many ________________ students still feel as though they are part of the outer circle looking in.

Students who feel outside of _________________________may never entirely feel welcome or comfortable in their classroom surroundings.

Drag the words into the correct boxes!

underrepresented

diversity

the dominant group

UNIT 1.3

Inclusive education is all about recognizing that every student has unique strengths and needs. It's about creating a learning environment where everyone feels valued and supported to reach their full potential. There are some principles: every learner is unique, addressing barriers, equal participation, fostering social justice which are based on the diversity dimensions and on the unconscious bias. Educational policies in inclusive education aim to create a learning environment where all students, regardless of background, ability, or need, can participate meaningfully and reach their full potential.

UNIT 1.3

Inclusive Teaching Principles

Ongoing Reflection and Improvement

Be Culturally Aware

Accommodation for Disabilities

Safe and Respectful Environment

Universal Design for Learning (UDL)

Accessible Course Materials

Inclusive Communication

10

Promote Collaboration

Flexible Learning Options

UNIT 1.3

Embrace Diverse Learning Styles

10 key principles for an inclusive course design

Inaccessibility

Dismissive attitudes

Stereotypes

Tokenism

Assumption

Change of perspective

Explanation:This creates a hostile learning environment.

QUIZ

RIGHT!

UNIT 1.3

A message for you!

UNIT 1.3

Need inspiration?

By applying inclusive teaching principles, you learned how to create a supportive classroom environment that fosters engagement, belonging, and equitable learning opportunities for every student.

This module on curriculum reflection guided you in evaluating whether your courses effectively address diverse learners' needs, ensuring accessibility and inclusivity for all students.

You explored strategies for designing an inclusive course, from selecting diverse learning materials to implementing flexible assessment methods that accommodate different learning styles.

Conclusions

UNIT 1.3

Hockings, C. (2011). Hearing Voices, Creating Spaces: the Craft of the ‘Artisan Teacher’ in a Mass Higher Education System. In: Critical Studies in Education, 52(2), 191-205.

Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. York: Higher Education Academy.

Thomas, L., & May, H. (2010). Inclusive learning and teaching in higher education. York: Higher Education Academy.

Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., & Van Dam, L. (2017). Moving towards inclusive learning and teaching: A synthesis of recent literature. Teaching and Learning Inquiry, 5(1), 9-21.

Resources

Reasonable adjustments

Multiplicity (or multiplication) of voices

Universal Design for Learning (UDL)

more cards

GLOSSARY

is an educational framework that aims to create inclusive and equitable learning environments for all learners, regardless of their individual abilities, learning styles, or backgrounds. UDL is based on the idea that there is no one-size-fits-all approach to learning, and instead, learning experiences should be designed to accommodate a wide range of learner variability. The goal of UDL

The concept of "multiplicity of voices" or "multiplication of voices" in the context of education and discourse refers to the recognition and inclusion of diverse perspectives, opinions, and voices. It emphasizes the importance of representing a wide range of experiences, backgrounds, and viewpoints in discussions, learning materials, and decision-making processes.

refer to modifications or provisions made to ensure that students with disabilities have equal access to educational opportunities. These adjustments are intended to level the playing field and provide an inclusive learning environment. The specific nature of reasonable adjustments may vary based on individual needs, the nature of the disability, and the academic context.

Inclusive teaching competences

refer to the skills, knowledge, and attitudes that educators need to create and sustain inclusive learning environments. Inclusive teaching involves recognizing and valuing diversity, accommodating various learning styles, and ensuring that all students, regardless of their backgrounds or abilities, have equitable opportunities for learning and success.

Empowerment

Inclusive assessment

Inclusive learning and teaching methods

aim to create an educational environment that is welcoming, supportive, and accessible to all learners, regardless of their diverse backgrounds, abilities, or characteristics. The goal is to promote equity and ensure that every student has an equal opportunity to succeed.

refers to the design and implementation of assessment methods and practices that are fair, accessible, and accommodating to the diverse needs and abilities of all learners. The goal of inclusive assessment is to ensure that every student, regardless of their background, learning style, or any disabilities, has an equitable opportunity to demonstrate their knowledge and skills.

is the degree of autonomy and self-determination in people and in communities. „Empower” refers to encourage students to recognize their strengths and talents. Only thoose teachers who achieve empowerment in their evaryday activities can expect informed and skilled students who demonstrate progress and independent coping in the social community with their general and professional competences.

Final Quiz of the module

Module completed!

Acknowledgements

QUIZ

Wrong answer!

TRY AGAIN

ERROR!

Define key terms before using them in lectures or discussions.
Use plain language and avoid jargon and dialect. If jargon is unavoidable, explain it simply.
Encourage active listening and respectful debate in discussions.
Be mindful of phrases that perpetuate stereotypes or assumptions about gender, race, ethnicity, ability, or sexual orientation. Don't make jokes about certain groups.
Use gender-neutral terms when referring to people in general. Examples include "they/them" pronouns instead of "he/she" or phrases like "students" instead of "guys."
Pay close attention to what others are saying and avoid interrupting. Demonstrate that you value their perspectives by acknowledging their contributions.

How to make communication more inclusive?

On the basics of diversity, equality and inclusion in Higher Education and how to integrate these concepts in your course.

Offer a variety of assessment options beyond traditional exams. Consider quizzes, projects, presentations, portfolios, or take-home assignments. This allows the student to showcase their understanding in ways that might be more manageable with their schedule.

Acknowledge and celebrate diverse cultural backgrounds in your course content and discussions.
Integrate multicultural perspectives into your curriculum by including readings, case studies, or guest speakers from various cultures.
Actively challenge stereotypes and assumptions throughout the course. Encourage critical thinking and open discussions about cultural differences.
Be mindful of terminology specific to certain cultures and avoid relying solely on Western viewpoints.

How to be culturally aware?

Offer optional small group support sessions led by teaching assistants or tutors to address specific learning gaps or answer student questions. Maintain open and accessible office hours where students can get individual help and clarification on course material.

Addressing Learning Gaps

Familiarize yourself with the university's disability services and their procedures.
Meet with students who require accommodations early in the semester to discuss their specific needs.
Work with disability services to implement accommodations in a timely manner (e.g., extended time for exams, note-taking assistance).

How to accommodate for disabilities?

Many universities have learning centers that offer academic support services like tutoring, workshops, and study skills development. Universities often offer peer tutoring programmes where students can get help from classmates who have excelled in the course material.

Institutional support

On the most important policy frameworks on the European level and why you should have a basic knowledge about them.

Course leader reflections

Project Implicit (2011) - Implicit Association Tests (IAT)

link

Continuously seek feedback from students and reflect on your teaching methods. Look for ways to improve the inclusivity of your course year after year.

Ongoing Reflection and Improvement

Consider offering flexible deadlines for assignments or exams. This could involve allowing extensions, late submissions with a penalty system, or offering alternative options for completing coursework in cases of emergencies.

In this sourse you will get an overview how to....SHORT description of TA

You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so no one falls asleep.

Step 3

Hint: You include examples, case studies, and ideas representing diverse backgrounds (e.g., culture, gender, race, ethnicity, sexual orientation, religion, age). You ensure learning materials reflect different genders and international sources.

online tools

individual strengths

composition

roles

working groups

icebreakers

How to promote collaboration?

Use digital text with alternative text descriptions for images and charts.
Don’t put too much information on one slide.
Organize your documents with clear headings and subheadings. This helps screen readers understand the document structure and allows students to navigate it easily.
Ensure there is sufficient contrast between text and background colors. This improves readability for everyone, especially those with visual impairments.
Use a clear and readable font with a large enough size (minimum 12 pt recommended).
Provide transcripts for audio or video recordings.
Offer downloadable versions of your course materials in multiple formats (e.g., Word doc, PDF) for compatibility with screen readers.

How to make course materials accessible?

Create opportunities for teamwork and group projects that foster collaboration and build a sense of community within the diverse classroom. Change the group composition so that students also get to know other course members.

Promote Collaboration

Inclusive course design in higher education is...

... all about creating a learning environment that supports all students, regardless of their background, abilities, or learning styles. It's about recognizing that students come to the classroom with a rich tapestry of experiences, and designing a course that leverages that diversity to create a more engaging and effective learning experience for everyone.

Inclusive education is...

...all about recognizing that every student has unique strengths and needs. It's about creating a learning environment where everyone feels valued and supported to reach their full potential. There are some principles: every learner is unique, addressing barriers, equal participation, fostering social justice which are based on the diversity dimensions and on the unconscious bias.

Work with the university’s disability services to provide appropriate accommodations for students with documented disabilities.

Accommodation for Disabilities

Acknowledge and celebrate the diverse backgrounds of your students. Integrate multicultural perspectives into the curriculum. Try to include examples, texts, images from different cultures; be gender and age sensitive.

Be Culturally Aware

Course leader reflections

Critical view on the Implicit Association Test: We see it as advisable to add some critical comments about the IAT. It can be seen as a first guidance for one’s own hidden biases. At the same time, it appears to harden and reproduce existing stereotypes. Some questions appear to be of very private nature and one may get the feeling that the authors are interested in getting statistical data of the participants. Yet, it is a first indicator to reveal and question one’s underlying perceptual bias. For further critical information on the IAT read: Quartz: The world is relying on a flawed psychological test to fight racism

Institutional support

Vary lecture structure. Intersperse traditional lectures with short, in-class activities, group discussions, or polls using online tools.

Offer multimedia presentations. Include images, videos, and infographics alongside text-based information in your presentations.

Provide choice in assignments. Allow students to choose between essay-based responses, presentations, or creative projects to showcase their understanding.

1. How to embrace diverse learning styles?

Inclusive teaching: Inclusive Pedagogy: Sengupta, E., Blessinger, P., Hoffman, J., & Makhanya, M. (2019). Introduction to strategies for fostering inclusive classrooms in higher education. In Strategies for fostering inclusive classrooms in higher education: International perspectives on equity and inclusion (pp. 3-16). Emerald Publishing Limited. European Education Area - Inclusive and connected higher education: [Inclusive and connected higher education ON ec.europa.eu] Developing and embedding inclusive policy and practice in higher education: [Developing and embedding inclusive policy and practice in higher education ON Advance HE advance-he.ac.uk]

Approach the situation with empathy and understanding. Recognize that being a young mother with care obligations is a demanding role, and prioritize the student's well-being.

Provide course materials in multiple formats (e.g., digital text, audio recordings, transcripts) and ensure they are compatible with assistive technologies. Provide the material in a timely manner.

Accessible Course Materials

Explore asynchronous learning options whenever possible. This could involve providing online modules, pre-recorded lectures, or discussion forums that students can participate in on their own schedule.

Individual needs:

- the needs which encompass some things that are important to a person's well-being; by recognizing and addressing individual needs, we can create a more supportive and fulfilling environment for everyone.

it's a chance to step back and consider the effectiveness of the curriculum in achieving its learning objectives and catering to student needs

Curriculum reflection:

it's a process where we can critically analyze and evaluate a course of study, program, or educational experience

Tienda, M. (2013). Diversity≠ inclusion: Promoting integration in higher education. Educational Researcher, 42(9), 467-475. American Psychological Association (APA). (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American Psychologist, 70(9), 832–864.

To thrive in the world of today, and to cope with future transformations in society, the economy and the labour market, all individuals have to be equipped with the appropriate knowledge, skills, competences and attitudes. Education and training is key for the personal, civic and professional development of European citizens.

Be aware of and share resources available at your university that can support student parents. This could include childcare options, on-campus support groups, or financial aid resources.

Educational policies

in inclusive education aim to create a learning environment where all students, regardless of background, ability, or need, can participate meaningfully and reach their full potential.

Incorporate UDL principles into your course design. This means providing multiple means of engagement, representation, and action to cater to different learning preferences.

Universal Design for Learning (UDL)

“LEARNERS FIRST” EDUCATION FOR TODAY'S AND TOMORROW'S DEMOCRATIC SOCIETIES, Council of Europe Education Strategy 2024-2030, Council of Europe Standing Conference of Ministers of Education “The Transformative Power of Education: Universal Values and Civic Renewal” 26th Session, Strasbourg, France, 28-29 September 2023

Self-Paced Learning Modules: Offer self-paced learning modules or resources that students can work through to build foundational knowledge before or alongside the main course content. Provide additional resources like online lectures, articles, or podcasts that delve deeper into specific topics and offer alternative learning pathways.

Flexible learning options

It states a commitment to developing policies that encourage and support higher education institutions to fulfill their social responsibility and contribute to a more cohesive and inclusive society. This includes enhancing intercultural understanding, civic engagement, ethical awareness, and ensuring equitable access to higher education.

Course leader reflections

Institutions must prioritise creating supportive environments with comprehensive support systems and safety measures while also fostering accessibility through flexible study options and recognition of prior learning to ensure diverse student success.

Higher education should be inclusive, welcoming students from diverse backgrounds, fostering civic engagement, and maintaining strong connections with communities. Academics and students have a crucial role to play in defending empirical facts and evidence and in communicating research results effectively and widely.

On the needs of students and how you can deal with them.

Do I promote intercultural understanding and diversity within my course design?

In what ways do I encourage active participation and engagement from students of different backgrounds in my course design?

Do I address the diverse learning needs of students in my course design and delivery?

Self-reflection:

May, H., & Bridger, K. (2010). Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy, 13. Moriña, A., Sandoval, M., & Carnerero, F. (2020). Higher education inclusivity: When the disability enriches the university. Higher Education Research & Development, 39(6), 1202-1216.

Facilitate the formation of study groups by creating a platform for students to connect and find others with similar needs. Celebrate student progress, not just perfect results. Acknowledge Ivan's efforts to catch up and build his confidence.

Building Confidence and Community

Hint: You consider aligning your course with institutional strategies (e.g., diversity or social dimension strategies), national frameworks, and European policy documents to ensure an inclusive approach.

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers Linda Huszár Bianka Bozzay

Authors Silke Preymann Dragica Trivic Marina Dikovic Sandi Rizvic Reviewers Frank Linde Sandi Rizvic

Acknowledgements

Use clear language,

avoid jargon and dialect
offer explanations for technical terms.

Be mindful of cultural references and promote respectful communication in the classroom.

Inclusive Communication

Incorporate anonymous student surveys at the end of the semester to gather feedback on inclusivity.
Reflect on your teaching practices and identify areas where you can become more inclusive.
Seek out professional development opportunities on inclusive teaching practices to continually improve.

Ongoing Reflection and Improvement

Develop a course syllabus with clear guidelines on respectful communication and classroom behavior.
Discuss these guidelines with your students during the first class, emphasizing the importance of respectful dialogue, active listening, and open communication.
Raise awareness about microaggressions (subtle verbal or nonverbal cues that communicate bias) and implicit bias. Encourage students to be mindful of their language and behavior, and address any instances of disrespect promptly.
Implement an anonymous feedback mechanism to allow students to report any concerns about inclusivity.
Model inclusive language and behavior in your interactions with students, and address any instances of disrespect or discrimination promptly.

How to create a safe and respectful environment?

Lorem ipsum dolor

Record lectures and make them available online. This allows the student to catch up on missed material or review content at their convenience.

Establish clear guidelines for respectful behavior and create a safe space where students feel comfortable asking questions and participating in discussions.

Safe and Respectful Environment

is a valuable tool for educators to assess the effectiveness of their teaching plan. It's a chance to step back, analyze how well the curriculum met its goals, and identify areas for improvement. There are content, presentation of content, engagement and assessment.

Curriculum reflection...

You can briefly describe what the timeline of your presentation consists of and orally present the milestones achieved so nobody falls asleep.

step 2

When assigning group work, be mindful of the student's situation. Offer options for remote collaboration or allow them to contribute in a different way if in-person meetings are difficult.

Consider offering

flexible deadlines
alternative assessment methods
recorded lectures

for students with varying needs and schedules.

Flexible Learning Options

Adaptation

Approach

Access

Availability

For inspiration you can see:https://pubs.acs.org/doi/10.1021/acs.jchemed.0c00148 https://pubs.acs.org/doi/10.1021/acs.jchemed.6b00162

creating welcoming environments (a culture of trust, ethics, and mutual respect within the educational setting);providing academic and psychological support, especially during emergencies and crises.

ensuring equity and inclusion (promote participation, inclusion, and education for sustainable development, adopt plurilingual and intercultural approaches to cater to the diverse student body);

enhancing social responsibility and responsiveness by recognizing and responding to the diverse needs and aspirations of learners within society;

supporting vulnerable groups (providing language support for vulnerable groups, including migrants and refugees, to ensure equal access to education);

promoting and protecting democratic values, active citizenship, and students' rights;

Some key expectations, placed upon higher education institutions, in terms of promoting inclusion are:

· Use digital text with alternative text descriptions for images and charts. · Don’t put too much information on one slide. · Organize your documents with clear headings and subheadings. This helps screen readers understand the document structure and allows students to navigate it easily. · Ensure there is sufficient contrast between text and background colors. This improves readability for everyone, especially those with visual impairments. · Use a clear and readable font with a large enough size (minimum 12 pt recommended). · Provide transcripts for audio or video recordings. · Offer downloadable versions of your course materials in multiple formats (e.g., Word doc, PDF) for compatibility with screen readers.

2. How to make course materials accessible?

Utilize a variety of assessment methods that cater to different learning styles and skills. This could include quizzes, projects, presentations, or take-home assignments. Provide regular (formative) feedback throughout the course to help students identify areas for improvement and track their progress.

Assessment and Feedback

Cater to auditory, visual, and kinesthetic learners through varied teaching methods like lectures, discussions, multimedia presentations, and group activities.

Embrace Diverse Learning Styles

Develop or recommend preparatory materials like introductory readings, online modules, or video tutorials that cover foundational concepts not assumed to be prior knowledge.

Pre-Course Support

There are many online resources available that offer free educational materials and tutorials on various subjects.

Online resources

Consider breaking down large assignments into smaller assignments, more manageable chunks. This can help the student make progress and avoid feeling overwhelmed.

Lorem ipsum dolor

For students with documented disabilities, meet with them and the disability services office to discuss their specific needs and how flexible learning options can best support them.
Offer a grace period for assignments to accommodate unexpected situations.
Provide alternative assessment methods like short quizzes, online modules, or presentations alongside traditional exams.
Record lectures and make them available online for students who miss class or need to review material.
Utilize your university's LMS to distribute course materials, post announcements, facilitate discussions, and submit assignments electronically. This creates a centralized hub for students to access course information anytime.

How to apply flexible learning options?

ensure they support an inclusive learning environment.

Regularly assess your own biases and teaching practices to

identities, and experiences of your students.

expectations and include diverse perspectives and materials.

atmosphere where all students feel valued and included.

in the learning process, encouraging interaction and participation

Recognize and value the various backgrounds,

Develop syllabi that clearly outline

Use teaching methods that actively engage students

Create a welcoming and supportive classroom

Curriculum reflection is a valuable tool for educators to assess the effectiveness of their teaching plan. It's a chance to step back, analyze how well the curriculum met its goals, and identify areas for improvement. There are content, presentation of content, engagement and assessment. Engage in self-critical reflection: Understand different dimensions of diversity: Promote a sense of belonging for all students: Create clear syllabi with a variety of course content: Incorporate active learning practices:

Present information in multiple formats (e.g., text, audio, visuals) to cater to different learning preferences.
Offer tiered assignments with varying levels of complexity to allow for individual needs.
Provide a variety of assessment methods that tap into different skills and strengths.

How to use Universal Design for Learning (UDL)?

promoting inclusion and diversity within its institutions and can contribute to creating inclusive, diverse, and equitable learning environments that support the holistic development and well-being of all learners.

Encourage open communication with the student. Let them know they can reach out to discuss any challenges they face due to their care obligations.

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Curriculum reflection

Learner needs

Educational policies

Index

It provides input:

DESIGNING AN INCLUSIVE COURSE

Curriculum reflection

Educational policies

Unconscious bias

Diversity dimensions

Learners' needs

Inclusive course design

Concept map of Terminology

Reflective Question

UNIT 1.1

UNIT 1.1

UNIT 1.1

LEARNER'S NEEDS

UNIT 1.1

Terminology Dimensions of diversity in HE

UNIT 1.1

The concept of diversity: Dimensions of diversity in HEDIMENSIONS OF DIVERSITY IN HE

UNIT 1.1

The concept of diversity: Dimensions of diversity in HEDIMENSIONS OF DIVERSITY IN HE

UNIT 1.1

- with exceptional talents or special learning abilities? - who belong to marginalized groups or who come from socio-economically disadvantaged backgrounds?

Do you have students in your course - who are single parents? - who are in employment? - who are taking their second or third attempt at an exam? - whose native language is different from the language of instruction? - with diagnosed learning disabilities?

What could be needs of some of these students?

Reflect on inclusive course design by considering the following questions:

EXCELLENT

Verification

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cASE STUDIES

offer

Identify

open

ADAM's story

Course leader reflections

STEPS you can take:

A dyslexic students in the course

Online resources

Institutional support

Assessment and Feedback

Flexible Learning Options

Course leader reflections

Addressing Learning Gaps

Pre-Course Support

Building Confidence and Community

STRATEGIES to accommodate Ivan's needs

Mature students in the course

Ivan's story

Course leader reflections

STRATEGIES to accommodate Niomi's needs:

A student with care obligations

Niomi’s Story

Unconscious bias

Take the Harvard Implicit Association test to discover your unconscious preferences:

Test your unconscious preferences!

Are you aware of your own unconscious biases?

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Conclusions

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