摘要：UK higher education data has shown persistent differences in degree outcomes for specific student
groups. Consequently, the Office for Students (the UK government’s higher education regulator) are
funding 17 projects to address these inequalities. Building on its expertise, our institution is leading
the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote
inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM)
disciplines in higher education.
There are challenges with inclusive distance learning, many of which are emphasised in STEM through
the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that
is rich in symbolic notation. Online and blended learning approaches, including access to digital learning
resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified
barriers for students. Integrating an inclusive approach to teaching and learning requires universities
to embed and sustain practices that consider the diverse needs of students throughout curriculum design
and delivery, bringing benefits to all students.
In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion
for disabled students, explore examples of inclusive practice, and discuss how these can be applied by
practitioners in order to create a higher education environment in which students of all backgrounds and
characteristics are able to succeed.
其他摘要：UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed.
