Inclusion is a key element of Goldsmiths’Learning Teaching and Assessment Strategy 2017-2021 (inclusive curriculum is one of the strategic aims).
It is increasingly important that we develop a Goldsmiths definition of what we mean by inclusion so that we all work in the same direction.
In disability terms, this means we need to clear about what we mean by accessibility. Accessibility is about identifying all the barriers to learning faced by the range of disabled students. Once we are clear about the barriers we then need to identify the structural changes required to address these barriers.
The progress made in widening awareness and understanding of reasonable adjustments is a good thing, but there is a tension with the inclusion agenda. Some staff are under the impression that making reasonable adjustments is creating an inclusive environment, whereas in fact individual adjustments just enable the inclusion of individuals one by one.
Reasonable adjustments can never lead to full inclusion, as by making adjustments we are treating each person in receipt of adjustments differently to those who are not deemed “disabled” students.
The starting point is the same – we identify disabling barriers. However inclusion is about removing the barriers altogether across the institution, not just on an individual basis. Full inclusion is therefore about adopting an anticipatory approach to adjustments. It is about universal design: “the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability.” Once we are able to do this, individual reasonable adjustments would only be required for a small number of individuals whose disabilities we could not reasonably foresee.
|1. What is the disabling barrier?||2. How can you make individual adjustments? (only for disabled students)||3. How can you make anticipatory adjustments? (applies to all students)|
|1. Difficulties in listening and taking notes at the same time (visually impaired students, dyslexic students, hearing impaired students).||2. Allow disabled students to record lectures.||3. All lectures recorded using lecture capture technology and / or lectures are delivered in ways so that note taking is not necessary.|
|1. Difficulties with writing by hand (visually impaired students, dyslexic students, physically impaired students).||2. Certain disabled students can type exams.||3. Provide laptops for all exams.|
|1. Difficulties in lip reading when people are speaking in a group (hearing impaired students).||2. Hearing impaired student supported in seminars.||3. All seminar leaders trained to run inclusive seminars.|
|1. Reading barriers (visually impaired students, dyslexic students).||2. Alternative format of reading material provided on request. Text to speech software provided.||3. Text to speech software provided on all open access PCs (we do this). Alternative formats of reading material (compatible with text to speech software) readily available in Library or the Virtual Learning Environment.|
|1. Students unable to work at a consistent pace due to fluctuating illness / students whose impairment means academic work takes much longer.||2. Students with long term illnesses allowed deadline adjustments, students with SpLDs offered fixed extensions (not offered at Goldsmiths).||3. A flexible approach to deadlines.|
You might also find these slides helpful for exploring inclusive communication and interaction with respect to various types of disability: