1. Inclusion – does one size fit all? One Curriculum For All: An Inclusive Approach richer learning, enhanced progression, improved retention Dr Val Chapman (NTF) University of Worcester

2. Key issues Massification of HE = more diverse student body Traditionally disadvantaged groups failing to achieve at a level commensurate with their peers Consequences of unwitting prejudice and stereotypical thinking Legislation and introduction of ‘competence standards’ Inclusive learning and teaching 2

3. Who are traditionally disadvantaged? Socio-economically disadvantaged students; Mature students; Disabled students Part-time students; Minority-ethnic students (members of disadvantaged minority communities, including Travelers, Refugees, Asylum Seekers); International students Lesbian, Gay, Bisexual and Trans-sexual Transgendered students. 3

4. UK Undergraduates 2007/08 41.6% male : 58.4% female Part time (PT) study - 28.7% male : 35.9% female 17% (UK domiciled) from BME; 12.5% PT students from BME 8.2% declare a disability; 47% have dyslexia; 5% (7000) declare mental health difficulties 66.4% under 25 years of age Lesbian, gay, bisexual and trans staff and students in higher education survey: 2704 student respondents 13.1% of LGB students reported that they had been bullied or discriminated against; 10.4% had been treated negatively by tutors or lecturers, 20% had taken time off from their course. 4

5. Table B2. Students – ethnicity WhiteBME Number%ageNumber%age Total1,573,53583.4312,96016.6 Under graduates 1,283,28583262,49517.0 Post graduates 290,24585.250,46214.8 (UK) Equality in Higher Education: Statistical Report 2008 Equality in Higher Education Statistical Report 2008 http://www.ecu.ac.uk/publications/files/equality-in-he-statistical-report-2008.pdf/view 5

6. (UK) Equality in Higher Education: Statistical Report 2008 On degree attainment, men perform less well than women, as do BME students compared with white students. In terms of overall satisfaction with their course of study, older students (31+ years) are more positive than younger ones, as are white students compared with BME groups, and disabled students. http://www.ecu.ac.uk/publications/files/equality-in-he-statistical-report-2008.pdf/view 6

7. Table B3. Students – disability Declared disabled All known disability Total who disclosed disability Number%ageNumber%age Total158,3457.32,163,87791.6 Undergraduates134,0658.21,635,40590.7 Postgraduates24,2804.6528,47594.5 (UK) Equality in Higher Education: Statistical Report 2008 Equality in Higher Education Statistical Report 2008 http://www.ecu.ac.uk/publications/files/equality-in-he-statistical-report-2008.pdf/view 7

8. Consequences of Stereotyping Priming: exposure to stereotypic words and images old age: walk more slowly and perform more slowly on word recognition task soccer hooligan: answer fewer general knowledge questions correctly professor stereotypes: show improved performance When stereotypic representations of behavior are activated, relevant behavior also becomes activated (Wheeler & Petty, 2001). 8

9. Inclusive Learning and Teaching Ethical and moral imperatives Rights of all to be treated with dignity and respect whatever our social background, disability, age, ethnicity, sexual orientation, gender, faith or religion Multiple identities Disability can be context specific – and so can discrimination Legislation aims to protect disabled students from unfair discrimination 9

10. “…an academic, medical or other standard applied by or on behalf of an education provider for the purpose of determining whether or not a person has a particular level of competence or ability.” (Code of Practice 5.71) Competence standards, Code of Practice (CoP) 5.71 – 5.79 What is a competence standard? 10

11. Course requirements & conditions (admission/assessment) “…any such requirement or condition only amounts to a competence standard if its purpose is to demonstrate a particular level of a relevant competence or ability. Hence, a requirement that a person has a particular level of knowledge of a subject is likely to be a competence standard.” (CoP 5.73) Competence standards apply to all students equally 11

12. A requirement for students studying for a law degree to demonstrate a particular standard of knowledge of certain areas of law in order to obtain the degree is a competence standard CoP 5.74 What is a competence standard? 12

13. An applicant for a degree in music which involves a substantial element of performance is required to demonstrate a certain level of ability in playing an instrument. This would be a competence standard. Performance level is relevant What is a competence standard? 13

14. The admission criteria for a course in choreography include a requirement to demonstrate ‘a high level of physical fitness’. The course itself, however, is predominantly theory based and does not involve any strenuous physical activity. The fitness level is not relevant so this is unlikely to be a competence standard What is a competence standard? 14

15. What is a competence standard? A requirement that a student must physically attend an examination at a particular location is not a competence standard (unless…….?) A requirement that a student sitting a written exam must ‘write neatly’ is not a competence standard. A requirement that a person completes a test in a certain time period is not a competence standard unless the competence being tested is the ability to do something within a limited time period. 15

16. Intended learning outcomes Does it matter how someone demonstrates the achievement of a particular outcome? Should everyone have a choice in the way they demonstrate the ILO? Is it true that, for some courses, the process of demonstrating knowledge and understanding is a legitimate learning outcome in itself? 16

17. Lessons learned? Learners have multiple identities – different needs in different contexts Disability is an individualised experience Abilities may vary between individuals and over time Abilities may vary over time within the individuals Making assumptions about learners needs is not appropriate What is good practice for meeting the needs of disabled students (flexible approaches to L,T &A) is simply good practice Extending the teaching toolkit to allow for more flexibility is not rocket science Both quantitative and qualitative research are valid – different approaches serve different purposes 17

18. REMEMBER! Adjustments are as individual as the people who need them and the circumstances in which they are used – discuss what may be required with the disabled student. One size does NOT fit all! 18

19. www.scips.worc.ac.uk Used 24/7 x 365 78% of those who find SCIPS through Google bookmark it 0ver 6 million requests for pages in 2 years Recommended on the DfCF&S site for teachers 19