Accessible & Inclusive Learning Policy (AILP) Reflective Prompts for Course Design

  1. The Equality Act 2010 requires us by law to not only respond to, but to anticipate the needs of individuals with protected characteristics. These characteristics include age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. Our students have different combinations of these protected characteristics. Can you think of ways that your disciplinary academic culture would exclude individuals with any of these protected characteristics? I.e. field work often risks excluding mobility impaired students.
  2. Why do these aspects of academic culture exist? Is it because these are necessary for professional practice, industry culture, professional recognition - or is it just the way it has always been done? Think about why inclusivity is important in your discipline. How does your unique disciplinary area benefit from inclusivity, and how might it be harmed by exclusion? How could we decolonise the curriculum, create a greater sense of belonging for individuals with protected characteristics (e.g. women or Dyslexic students in STEM)?
  3. How could you mitigate any impact of your academic culture in your learning community? Where could you seek advice and support on inclusivity & accessibility in your course design? Briefly explain how you've enhanced the inclusivity and accessibility of your course’s methods/content/materials. E.g. “In Engineering, we know that we use a lot of numbers and symbols in our teaching, and that this can be exclusionary to students with dyslexia, so we’ve taken the following steps as indicated by the AILP or Disability Service…’.
  4. Use the AILP PIP checklist.

You could consider seeking support from:

  • Your External Examiner
  • Your PgCap training & course materials
  • Your discipline specific student groups
  • Scholarship in accessibility