Inclusive teaching resources:

CAST website (UDL framework) 'Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn'

Inclusive Teaching' resources from the University of Leeds

Imperial College - Inclusive teaching toolkit

Nieminen, et al: 'Universal Design refers to inclusive learning environments, aiming to acknowledge the diverse needs of learners through accessible teaching practices. What is the goal of UD? We argue that the answer is not 'increased learning results' but social inclusion. There are billions of ways to conduct self assessment. One of them is often warned about: Self-grading. Students will give themselves A's! But in this study, self-grading changed the purpose of assessment - and was connected with better quality of studying. In this conference paper about Universal Design two disabled students talked about themselves after taking part in an inclusive learning environment. What was found was 'Otherness', maybe because these students had not participated in the design process'.

British Council video on ways to work with dyslexic students

WAVE web accessibility tool

Accessibility resources:

On 23 September 2018 new regulations on the accessibility of websites and apps of public sector bodies came into force in the UK. These regulations require public sector websites and mobile applications to achieve specific accessibility standards. Accessibility is a legal requirement. This not only includes characteristics protected by the Equality Act (2010) but also a new requirement to ensure that all digital material is accessible, including VLE resources. This applies to all publicly-funded higher and further education institutions. Read more about how this will affect HE, FE and schools on the government website.

jisc - Practical resources and advice to help you understand and implement the new government legislation. 'Meeting accessibility regulations'.

Set of useful posters: Dos and don'ts of designing for accessibility - Gov.UK

TEL - accessibility guide

Bibliography:

Moriarty, A. (2018) 'Developing an Institutional Approach to UDL – Big Bang or Slow Burn?' The Ahead Journal, issue 8

Dell, C. A., Dell, T. F., & Blackwell, T. L. (2015) 'Applying universal design for learning in online courses: Pedagogical and practical considerations'. Journal of Educators Online, 12(2), 166-192.

Hill, J. and Roed, J. (2005) 'A survey of the ways universities cope with the needs of dyslexic foreign language learners'. Available at: https://www.advance-he.ac.uk/knowledge-hub/survey-ways-universities-cope-needs-dyslexic-foreign-language-learners

Hockings, C. (2010) 'Inclusive learning and teaching in higher education: a synthesis of research'. HEA, April 2010

Krcmar, K. ed. (2019) The Inclusivity Gap. Aberdeen, UK: Inspired by Learning.

Nieminen, J. H. and Pesonen, H. (2020) 'Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics'. Education Sciences 10 (1), 12; https://doi.org/10.3390/educsci10010012

Nieminen, J. H., Asikainen, H., & Rämö, J. (2019) 'Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models'. Studies in Higher Education, DOI: 10.1080/03075079.2019.1688282

Shea Sanger, C. and Gleeson, N. W. (Eds.) (2019) Diversity and Inclusion in Global Higher Education: Lessons from Across Asia. Singapore: Palgrave Macmillan. DOI https://doi.org/10.1007/978-981-15-1628-3 Free to download