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

Key issues Massification of HE = more diverse student bodyTraditionally disadvantaged groups failing to achieve at a level

commensurate with their peersConsequences of unwitting prejudice and stereotypical

thinkingLegislation and introduction of ‘competence standards’Inclusive learning and teaching

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Who are traditionally disadvantaged?Socio-economically disadvantaged students;Mature students; Disabled studentsPart-time students;Minority-ethnic students (members of disadvantaged minority

communities, including Travelers, Refugees, Asylum Seekers); International studentsLesbian, Gay, Bisexual and Trans-sexual Transgendered

students.

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UK Undergraduates 2007/0841.6% male : 58.4% female Part time (PT) study - 28.7% male : 35.9% female17% (UK domiciled) from BME; 12.5% PT students from BME8.2% declare a disability; 47% have dyslexia; 5% (7000) declare

mental health difficulties66.4% under 25 years of ageLesbian, 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.

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Table B2. Students – ethnicity

White BMENumber %age Number %age

Total 1,573,535 83.4 312,960 16.6

Undergraduates

1,283,285 83 262,495 17.0

Postgraduates

290,245 85.2 50,462 14.8

(UK) Equality in Higher Education: Statistical Report 2008

Equality in Higher Education Statistical Report 2008http://www.ecu.ac.uk/publications/files/equality-in-he-statistical-report-2008.pdf/view

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(UK) Equality in Higher Education: Statistical Report 2008On 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

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Table B3. Students – disability

Declared disabled All known disability

Total who disclosed disability

Number %age Number %age

Total 158,345 7.3 2,163,877 91.6

Undergraduates 134,065 8.2 1,635,405 90.7

Postgraduates 24,280 4.6 528,475 94.5

(UK) Equality in Higher Education: Statistical Report 2008

Equality in Higher Education Statistical Report 2008http://www.ecu.ac.uk/publications/files/equality-in-he-statistical-report-2008.pdf/view 7

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 correctlyprofessor stereotypes: show improved performance

When stereotypic representations of behavior are activated, relevant behavior also becomes activated (Wheeler & Petty, 2001).

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Inclusive Learning and Teaching Ethical and moral imperativesRights 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

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“…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?

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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

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?

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An applicant for a degree in musicwhich involves a substantial elementof performance is required todemonstrate a certain level of abilityin playing an instrument. This would bea competence standard.

Performance level is relevant

What is a competence standard?

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The admission criteria for a course in choreographyinclude a requirement to demonstrate ‘a high levelof physical fitness’. The course itself, however, ispredominantly theory based and does not involveany strenuous physical activity.

The fitness level is not relevant so this is unlikely tobe a competence standard

What is a competence standard?

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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.

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Intended learning outcomesDoes 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?

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Lessons learned?Learners have multiple identities – different needs in different contextsDisability is an individualised experienceAbilities may vary between individuals and over timeAbilities may vary over time within the individualsMaking assumptions about learners needs is not appropriateWhat is good practice for meeting the needs of disabled students

(flexible approaches to L,T &A) is simply good practiceExtending the teaching toolkit to allow for more flexibility is not rocket

scienceBoth quantitative and qualitative research are valid – different

approaches serve different purposes

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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!

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www.scips.worc.ac.uk Used 24/7 x 36578% of those who find SCIPS through Google bookmark it0ver 6 million requests for pages in 2 yearsRecommended on the DfCF&S site for teachers

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