Pplus_short_TA1_INCL

Index

Introduction of Module

Supporting materials

Resources, Glossary

Preliminary Assessment

Learning materials

Mind Map

Unit 1 .1

Learner needs

Case Studies

Unit 1.2

Educational policies

Sum up Infographic

Unit 1.3

Curriculum reflection

Final Quiz - Survey - Badge

DESIGNING AN INCLUSIVE COURSE

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.

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.

It provides input:

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

Self-reflection

Assessment Tool

Statements

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

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

What is your experience?

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.

This is a paragraph of text waiting to be awesome content

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

Assess yourself

Hint

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

Assess yourself

Hint

This is a paragraph of text waiting to be awesome content

ethnicity

equality

diversity

socio-economic background

gender

sexual orientation

social dimension

Diversity dimensions

Educational policies

inclusion

religion

Learners' needs

privilage

age

Inclusive course design

physical / mental disabilities

presentation of content

Curriculum reflection

Unconscious bias

learning outcomes

accessibility

assessment

student engagement

Concept map of Terminology

UNIT 1.1

Reflective Question

UNIT 1.1

UNIT 1.1

UNIT 1.1

LEARNER'S NEEDS

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.

Definition

UNIT 1.1

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

Terminology Dimensions of diversity in HE

UNIT 1.1

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

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.

How does the FH OÖ define Diversity Management?

UNIT 1.1

Reflect on inclusive course design by considering the following questions:

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?

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

What could be needs of some of these students?

UNIT 1.1

UNIT 1.1

What could be needs of some of these students:

Drag and drop the right words to the boxes.

Verification

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

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.

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

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

EXCELLENT

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

Use a

Flexible scheduling and course delivery

simple language and visual aids

Support Services

variety of teaching and assessment methods

Understanding and empathy

cASE STUDIES

Adam's story

Ivan's story

Niomi's story

STEPS you can take:

ADAM's story

Course leader reflections

A dyslexic students in the course

open

Communication & Confidentiality

Identify

Signs of Dyslexia

offer

Resources and Support

Pre-Course Support

STRATEGIES to accommodate Ivan's needs

Course leader reflections

Ivan's story

Mature students in the course

Building Confidence and Community

Addressing Learning Gaps

Flexible Learning Options

Online resources

Assessment and Feedback

Institutional support

STRATEGIES to accommodate Niomi's needs:

Course leader reflections

Niomi’s Story

Variety of assessment forms

A student with care obligations

Smaller assignments

Open communication

Coursework and Assessment

Record lectures

Remote collaboration

Communication and Flexibility

Support and Understanding

Asynchronous learning

Empathy, understandin

Flexible deadlines

Institutional support

UNIT 1.1

Unconscious bias

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.

Are you aware of your own unconscious biases?

Test your unconscious preferences!

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

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 1.2

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

THE EUROPEAN PILLAR OF SOCIAL RIGHTS

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

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

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

The European Pillar of Social Rights in 20 principles

Broaden the view of inclusion in education

UNIT 1.2

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

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

Strategic priority 1

...an important pillar of...

THE 2018 PARIS COMMUNIQUÉ

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

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

Get to know strategic priority 1

UNIT 1.2

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

Higher education is expected to play a crucial role in:

Priorities

The crucial role of higher education

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

THE RENEWED EU AGENDA FOR HIGHER EDUCATION

DOCUMENT 52017DC0247

Council of Europe Education Strategy 2024-2030

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

Building inclusive and connected higher education systems

UNIT 1.2

Need ideas?

UNIT 1.2

UNIT 1.2

Peek-a-boo!

UNIT 1.2

Need ideas?

UNIT 1.2

Conclusions

The European Union promotes inclusion in higher education through various initiatives, emphasizing the right to quality education for all individuals.

Key priorities include supporting vulnerable groups, promoting democratic values, and ensuring that higher education institutions meet the diverse needs of their students and communities.

UNIT 1.3

CURRICULUM REFLECTION

Curriculum reflection is a valuable tool for educators to assess the effectiveness and inclusiveness of their teaching plan. In this unit you will key principles of an inclusive course design.

Definition

Self reflection

How to apply incusivity, universal design and diversity-sensitivity in different course elements.

UNIT 1.3

Reflective Question

UNIT 1.3

UNIT 1.3

UNIT 1.3

“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.

Add the correct word(s) to the text

UNIT 1.3

Drag the words into the correct boxes!

the dominant group

diversity

invisible

the token minority

underrepresented

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

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

EXCELLENT

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

Verification

UNIT 1.3

Inclusive Teaching Principles

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

10 key principles for an inclusive course design

Embrace Diverse Learning Styles

Universal Design for Learning (UDL)

Safe and Respectful Environment

Accessible Course Materials

Accommodation for Disabilities

Inclusive Communication

Flexible Learning Options

Be Culturally Aware

Promote Collaboration

10

Ongoing Reflection and Improvement

UNIT 1.3

Don’ts for an inclusive course design

Stereotypes

Assumption

Dismissive attitudes

Change of perspective

Tokenism

Inaccessibility

Quiz

Thinking about inclusivity

UNIT 1.3

QUIZ

question 1/10

"Everyone knows what [concept] means, so let's move on."

Stereotypes

Assumptions

Tokenism

Dismissive attitudes

Inaccessibility

UNIT 1.3

QUIZ

RIGHT!

Explanation:This disregards students who may come from different educational backgrounds or have limited English proficiency.

NEXT

UNIT 1.3

QUIZ

question 2/10

"Women are naturally better at communication skills, so let's have them lead the group discussions."

Dismissive attitudes

Tokenism

Stereotypes

Inaccessibility

Assumptions

UNIT 1.3

QUIZ

RIGHT!

Explanation:This perpetuates gender stereotypes and limits learning opportunities for all.

NEXT

UNIT 1.3

QUIZ

question 3/10

"This case study is a perfect example, as everyone can relate to a business environment like this."

Stereotypes

Tokenism

Inaccessibility

Assumptions

Dismissive attitudes

UNIT 1.3

QUIZ

RIGHT!

Explanation:This ignores students from non-business backgrounds who might struggle to connect.

NEXT

UNIT 1.3

QUIZ

question 4/10

"The textbook for this course is only available in print, but the library has a few copies."

Stereotypes

Dismissive attitudes

Tokenism

Assumptions

Inaccessibility

UNIT 1.3

QUIZ

RIGHT!

Explanation:This excludes students who rely on digital formats for accessibility reasons.

NEXT

UNIT 1.3

QUIZ

question 5/10

"We'll have a guest speaker from a minority group talk about their experiences, but it won't be directly related to the course content."

Stereotypes

Assumptions

Tokenism

Inaccessibility

Dismissive attitudes

UNIT 1.3

QUIZ

RIGHT!

Explanation:This isolates diversity instead of using it to enrich the learning experience.

NEXT

UNIT 1.3

QUIZ

question 6/10

"International students might need more help with the technical aspects of the course."

Stereotypes

Inaccessibility

Assumptions

Tokenism

Dismissive attitudes

UNIT 1.3

QUIZ

RIGHT!

Explanation:This assumes all international students have the same learning needs.

NEXT

UNIT 1.3

QUIZ

question 7/10

Showing a video clip without captions or transcripts.

Stereotypes

Assumptions

Tokenism

Inaccessibility

Dismissive attitudes

UNIT 1.3

QUIZ

RIGHT!

Explanation:This creates a barrier for students who are deaf or hard of hearing.

NEXT

UNIT 1.3

QUIZ

question 8/10

"That's an interesting perspective, but it doesn't really fit with the mainstream view of the topic."

Tokenism

Assumptions

Inaccessibility

Stereotypes

Dismissive attitudes

UNIT 1.3

QUIZ

RIGHT!

Explanation:This discourages students from sharing their unique viewpoints.

NEXT

UNIT 1.3

QUIZ

question 9/10

"I added one article by a female author to the reading list to ensure diversity."

Stereotypes

Dismissive attitudes

Tokenism

Inaccessibility

Assumptions

UNIT 1.3

QUIZ

RIGHT!

Explanation:This is a performative gesture rather than a genuine effort to integrate diverse perspectives.

NEXT

UNIT 1.3

QUIZ

question 10/10

Rolling your eyes or sighing when a student asks a question you consider basic.

Dismissive attitudes

Assumptions

Stereotypes

Inaccessibility

Tokenism

UNIT 1.3

QUIZ

RIGHT!

Explanation:This creates a hostile learning environment.

NEXT

UNIT 1.3

A message for you!

UNIT 1.3

Need inspiration?

UNIT 1.3

Conclusions

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.

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.

Resources

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.

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.

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.

GLOSSARY

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.

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.

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

Universal Design for Learning (UDL)

Multiplicity (or multiplication) of voices

Reasonable adjustments

more cards

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.

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.

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.

Inclusive teaching competences

Inclusive learning and teaching methods

Inclusive assessment

Empowerment

Final Quiz of the module

10

Module completed!

Acknowledgements

QUIZ

ERROR!

Wrong answer!

TRY AGAIN

How to make communication more inclusive?

• 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.

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.

How to be culturally aware?

• 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.

Addressing Learning Gaps

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.

How to accommodate for disabilities?

• 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).

Institutional support

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.

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

Course leader reflections

link

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

Ongoing Reflection and Improvement

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

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.

How to promote collaboration?

icebreakers

working groups

composition

roles

individual strengths

online tools

How to make course materials accessible?

• 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.

Promote Collaboration

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.

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.

Accommodation for Disabilities

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

Be Culturally Aware

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.

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

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.

1. How to embrace diverse learning styles?

• 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.

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.

Accessible Course Materials

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.

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.

Curriculum reflection:

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

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

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.

Universal Design for Learning (UDL)

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

“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

Flexible learning options

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.

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

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.

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.

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

Self-reflection:

• 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?

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.

Building Confidence and Community

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.

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.

Acknowledgements

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

Inclusive Communication

Use clear language,

• avoid jargon and dialect
• offer explanations for technical terms.

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

Ongoing Reflection and Improvement

• 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.

How to create a safe and respectful environment?

• 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.

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.

Safe and Respectful Environment

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

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.

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.

Flexible Learning Options

Consider offering

• flexible deadlines
• alternative assessment methods
• recorded lectures

for students with varying needs and schedules.

Access

Availability

Adaptation

Approach

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

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

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

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

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

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

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.

2. How to make course materials accessible?

· 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.

Assessment and Feedback

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.

Embrace Diverse Learning Styles

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

Pre-Course Support

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

Online resources

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

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

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How to apply flexible learning options?

• 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.

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:

Regularly assess your own biases and teaching practices to

ensure they support an inclusive learning environment.

Recognize and value the various backgrounds,

identities, and experiences of your students.

Create a welcoming and supportive classroom

atmosphere where all students feel valued and included.

Develop syllabi that clearly outline

expectations and include diverse perspectives and materials.

Use teaching methods that actively engage students

in the learning process, encouraging interaction and participation

How to use Universal Design for Learning (UDL)?

• 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.

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.