Creating Inclusive Educational Environments: A Guide for LSST Teaching Staff
By Nedko Minchev, Trainee Lecturer in Business, LSST Birmingham
This article focuses on the essential role inclusive education – a vital topic that plays in fostering social progress and promoting fairness in higher education. Our discussion begins with LSST and its steadfast commitment to cultivating an academic environment that cherishes diversity. This is in line with Norwich’s commitment to inclusivity and equal opportunities (Norwich, 2013). We’ll also explore Lauchlan and Greg’s vision of promoting social and educational inclusion for young individuals to flourish and succeed (Lauchlan & Greg, 2015) by adopting a proactive approach (Glazzard, 2014).
LSST’s dedication to integrating a diverse student body, including international students and those with disabilities, is a cornerstone of its diversity and equality policy (LSST, 2022). This aligns seamlessly with legal frameworks like the Equality Act (2010) and the Special Educational Needs and Disability (SEND) Act, which extend support to students up to 25 years old (Legislation, 2010; GOV UK, 2015).
But how can LSST staff create this inclusive environment? The answer lies in adopting both the medical model, as discussed by Dixon (2015), and the social perspective presented by Swan and French (2004). This balanced approach meets legislative requirements and provides genuine support for all students.
We can’t overlook the increasing representation of students with disabilities in higher education. In the academic year of 2019/20, a significant 17.3% of domestic students in UK higher education institutions disclosed a disability (Bolton and Hubble, 2021). This marks a 47% increase since the 2014/15 academic year, with a notable rise in students reporting mental health disorders.
Educators are encouraged to leverage studies like Dixon’s, along with the Equality Act 2010 and SEND, to understand and support these students. Strategies include the medical model’s emphasis on individualised support, avoiding stigmatising interventions, and the use of assistive technologies and inclusive teaching practices to enhance accessibility (Dixon, 2015; Martin, 2022; Addy and Dixon, 2013).
Providing students with assistive technologies like speech-to-text software, Immersive Reader, and Dictate tools is crucial. These resources enhance accessibility for individuals with physical disabilities, dyslexia, limited language proficiency, and auditory processing difficulties (Martin, 2022).
Further, lecturers can adopt inclusive teaching practices like colour-coded paper, strategic seating arrangements, and one-on-one support sessions (Bender, 2008). Additionally, diverse instructional approaches such as live drawings and the application of dual coding theory can effectively address various learning needs, fostering a comprehensive educational setting (Kanellopoulou, Kermanidis and Giannakoulopoulos, 2019).
The rise in the number of international students is also noteworthy. In 2020/21, the UK saw an increase to 605,100 international students, surpassing the government’s 2030 projection (Bolton and Lewis, 2022). To integrate these students effectively, inclusive practices like the social model of disability (Swan and French, 2004) and the Universal Design for Learning (UDL) (Meyer, Rose and Hall, 2012) are crucial. These include specialised language support for ESL students and understanding the unique challenges faced by first-generation students (Bausman, 2021).
To further support diversity, orientation programmes, varied classroom settings, interactive teaching methods, and technology-enhanced learning (TEL) platforms like Kahoot and Padlet can be employed. Lectures can implement “think-pair-share” activities, group case studies, and whiteboard sessions to foster collaboration and active engagement in the learning process (Lightner and Tomaswick, 2017). These strategies bridge the gap between students’ past experiences and their current academic journey (Atherton, 2018; Ambrose et al., 2010; Burkhardt et al., 2016; Pinto et al., 2023; Robinson, Kim and Yan, 2022).
Lastly, the key to successful inclusive education lies in understanding students as unique individuals. This means moving away from a one-size-fits-all approach to a more personalised, student-centric educational experience (Kucirkova, Gerard, and Linn, 2021). Continuous dialogue and customised strategies are essential for effective educational practices (Hirano, 2023; CPD, 2023).
In conclusion, the journey towards an inclusive educational environment is ongoing and requires commitment and creativity. By embracing these strategies and principles, LSST teaching staff can pave the way for a more equitable and successful future for all students.
References
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