Supporting Inclusive Teaching Practice within a UK Further and Higher Education context.

Kevin Johnson, Tema George

Abstract


The proportion of students with disabilities in Further and Higher Education has increased by 60% in recent years (Oxford Brookes University, 2014) with the highest rates in creative institutions (University of Leeds, 2015) (Richards and Finnigan, 2015). Students with a disability are less likely to get a good degree (2:1 or above), more likely to perceive their courses as low quality, and have a lower rate of employability than people without disabilities (Disabled Students Sector Leadership Group, 2017). The current research project aims to respond to such findings by supporting teaching staff to cultivate a culture of inclusive practice. This will be achieved by conducting a literature review, internal and external staff interviews, a student survey, and sharing comprehensive findings and recommendations.


Keywords


Disability; Inclusive; Adjustments; Evidence; Recommendations

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References


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DOI: https://doi.org/10.21100/compass.v13i2.1034

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