Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning

Victoria Pearson,Chetz Colwell,Gareth Davies,Anne-Marie Gallen,Kate Lister,Nicholas Braithwaite,Trevor Collins,Elaine Mcpherson,Kate Bradshaw

doi:10.5334/jime.500

Abstract

UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education.There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students.In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed.

Highlights

Data from the UK higher education (HE) sector shows the persistence of differences in degree outcomes for specific student groups, even when other background characteristics and prior attainment are taken into account (HEFCE, 2015)
They were unaware of how the specification was used, once approved and so it was seen as a procedural exercise rather than a pedagogical one; this was supported by the observation that direct contribution from academics to the specification was highly variable and could be minimal
HE institutions are increasingly adopting inclusive approaches to education, yet attainment gaps still exist between students who declare a disability and those who do not

Summary

Introduction

Data from the UK higher education (HE) sector shows the persistence of differences in degree outcomes for specific student groups, even when other background characteristics and prior attainment are taken into account (HEFCE, 2015). The Office for Students (OfS, previously the Higher Education Funding Council for England) have committed £7.5 million to fund projects that aim, in various ways, to tackle these inequalities (HEFCE, 2017b) One such group is disabled students: gaps exist between disabled and non-disabled students both in attainment and in progression to further study and employment (HEFCE, 2014; HEFCE, 2015; HEFCE, 2017a). Online and blended learning approaches can offer flexibility for students and bring opportunities to develop more inclusive assets and activities (Cooper, 2004) They can lead to unforeseen and unquantified barriers, resulting in requests for adjustments to learning and teaching (e.g., Paniagua and Simpson, 2018). The project focuses on disabled students, but inclusive approaches to teaching and learning will benefit students of all backgrounds and characteristics

IncSTEM IncSTEM is a partnership between three HE institutions in the UK

32.7 Not Applicable

Online labs

Example

Conclusion