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The 3 strands of developing Leeds: raising awareness, embedding standards and involving students.
Jenny Brady
Disability Services

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The start of our journey
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Understanding what DSA changes meant for the “curriculum”
Recognition of the need for culture change
Lack of confidence in our power to influence the whole institution

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Creation of Resources
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Working group led by Disability Services and Organisational Development and Professional Learning (L&T Team).
Also including:
Equality Policy Unit
Students Union
Library
Language Centre
Lifelong Learning
Arts & STEM academics

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Strategic positioning
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Inclusive Learning and Teaching Development group
Inclusivity Strategy Group
Taught Student Education Board
Equality and Inclusion Framework
We will recognise the learning needs of our diverse student population and put this into our everyday practices.

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The brief
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A series of easy to read “good practice” guides
Aligned to the UK Professional Standards Framework
Backed up with published research
Links to internal and external resources
Reviewed by experienced academics in the university
videos of staff and students talking about inclusivity in HE

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The unforeseen benefits
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Review and consultation
Shared ownership
Sense of co-creation
Traction
Allies, champions and community

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Perfect timing!
The launch of the resource coincided with the release of Inclusive Teaching and Learning in Higher Education as a route to Excellence in January 2017

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Awareness raising with academic staff
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Contacting Heads of Schools
10-15 minute roadshow- 24/ 50 schools so far
Promoting the resource though internal networks
Bound copies of guides circulated to senior colleagues (including Pro-Deans for
Student Education)

10. How do we measure up to these “simple actions”?
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How do we measure up to these “simple actions”?

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Baseline standards
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“simple actions” translated into baseline standards to fit the University of Leeds context
Agreement from Taught Student Education Board to work towards a standard of inclusivity in learning and teaching
Pilot audit against baseline standards carried out in 1 school Oct- Dec 2017
Surveys and interviews with 11 programme leaders
Questionnaire with students
Institutional audit planned for

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Pilot audit- a good place to start
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Some initial findings:
1. Very little awareness of “anticipatory” duty
2. General support of the principles of inclusive teaching
3. Fear of increased workload
4. Fear of loss of professional
autonomy

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Evolving project
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More “champions” in the working group
New academic chair to report through committee structure
Commitment embedded into Student Education Strategic Plan:
“ Deliver an inclusive educational experience which enables all students to succeed, evolving our approach to inclusive learning and teaching practices, utilising digital platforms to support integration and working collaboratively with LUU in delivering a curriculum that is culturally, socially and geographically diverse.”

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Engaging students- next steps in 2018
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How do we raise awareness of inclusive learning and teaching among students in a simple way?
How do we differentiate it from reasonable adjustments?
What is the best way of engaging students to gather meaningful feedback?
How do we create feedback mechanisms to enable students to influence the teaching they receive?
How do we use the existing channels of course reps, school reps and our Students Union?
We have started discussing these key questions with our Equality and Diversity Officer and our student liberation coordinators,

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Bearing in mind…
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Survey fatigue
Annual cycle of Students Union Officers
Identifying optimum times for engagement
during the academic year
Creating simple messages and campaigns
that will resonate with the widest proportion
of students

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So to sum up…
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We are raising awareness of our in-house resources, and the need for all staff to think inclusively about learning and teaching
We are embedding standards by planning an audit of baseline inclusive practices, with an institutional commitment to work towards compliance with standards
We are working with our Students Union to raise awareness of inclusive teaching practices and create effective feedback channels.

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For more information contact To access the Inclusive Learning and Teaching Resources, visit