Inclusive pedagogy in Australian universities: A review of current policies and professional development activities

Danielle Hitch,Susie Macfarlane,Claire Nihill

doi:10.5204/intjfyhe.v6i1.254

Danielle Hitch, Susie Macfarlane + Show 1 more

Open Access

https://doi.org/10.5204/intjfyhe.v6i1.254

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Abstract

This article reports on activities undertaken by Australian universities to support academic staff to provide inclusive teaching. The findings of two lines of inquiry are reported - a desktop audit of the presence of inclusive teaching or universal design for learning (UDL) in publically available policies and procedures documents, and a survey of the methods adopted to build staff capacity to provide inclusive teaching and learning. Just over a third (34.21%) of Australian universities referred to inclusive teaching or UDL in their policies and procedures. A wide range of current practices in professional development for inclusive teaching was reported, with the most frequent being one-off workshops focussing on accommodating specific groups of students. Improved institutional support through policies, procedures and professional development would enable Australian higher education teachers to provide quality inclusive teaching to all students.

Highlights

Curriculum, assessment and teaching practices informed by socially inclusive pedagogies have the potential to meet the needs of all learners (Barrington, 2004)
Inclusive teaching and learning are the methods by which “pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all” (Hockings, 2010, p. 1)
This study has found that a minority of Australian universities refer to inclusive teaching or universal design for learning (UDL) in their policies and procedures, and that the majority of professional development for inclusive teaching in higher education consists of one-off workshops focussing on accommodating specific groups of students

Summary

Introduction

Curriculum, assessment and teaching practices informed by socially inclusive pedagogies have the potential to meet the needs of all learners (Barrington, 2004). Enabling student equity, universities are attracting higher numbers of students with diverse backgrounds and levels of academic preparedness These developments have led to a stronger focus on the pedagogical strategies and institutional approaches that universities can deliver to support all students in their studies (Gale, 2010; Kift, Nelson & Clarke, 2010). The focus on individual students’ backgrounds, circumstances and needs” creates the view that the person is the problem, and that divergence from the norm is a deficit to be addressed This view problematises difference and potentially marginalises and stigmatises the students involved, leaving unexamined any practices and policies that discriminate, exclude, create inequity or prevent access, participation and success for all students. An egalitarian approach to learning provides all students with the same opportunities to reach their potential (Smith & Armstrong, 2005, p. 11)

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