Inclusive curriculum design


May and Bridger assert, in respect of developing an inclusive HE culture, “making a shift of such magnitude requires cultural and systemic change at both policy and practice levels” (2010). In essence this change is represented by a shift in focus from responding to the ‘needs’ of individuals or specific groups of students to an approach that anticipates and plans for the entitlements of the evolving student population.

Thus the onus is on institutions and subject communities to change and adapt policies and practice rather than expect this of individual or specific groups of students.  Employing an inclusive approach is underpinned by the adoption of principles of inclusive curriculum design.

To this end the Higher Education Academy commissioned a guide to support the higher education sector to think creatively about inclusive curriculum design from a generic as well as subject or disciplinary perspective.

The guide is divided into four sections as below. For ease of access, the different sections and subject specific guides are all published as separate documents. Section one includes a contents page providing links to the other 26 documents that make up the full publication.

  • Section one: Introduction and overview
  • Section two: Generic considerations of inclusive curriculum design
  • Section three: Subject specific considerations
  • Section four: References and resources

All sections can be accessed here.

May, H. and Bridger, K. (2010) Developing and Embedding Inclusive Policy and Practice within Higher Education. York: The Higher Education Academy. Available here. [Accessed 3 January 2011].

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