Inclusive Learning


Inclusive learning and teaching can be thought of as forward looking and responsive. It aims to meet the interests, needs and preferences of all students, rather than creating specialist provision for specific groups of learners. It also means institutions are better placed to comply with equality legislation, and can help to create the most effective kinds of learning environments. This in turn results in increased levels of student engagement, and will improve retention and success – and thus ultimately student satisfaction. We offer research-informed services such as staff and institutional development programmes to raise awareness, develop understanding and stimulate change at the institutional and individual levels. We focus on:

• The needs and entitlements of specific groups of students
• Understanding inclusive learning and teaching
• Staff awareness, understanding and engagement
• Inclusive pedagogies
• Inclusive curriculum
• Inclusive assessment

Relevant Publications

Thomas, L. (2005) ‘The implications of widening participation for learning and teaching’, in Layer, G. and Duke, C. (eds) Widening Participation. Leicester: NIACE

Thomas, L. and May, H. (2010) Inclusive learning and teaching in higher education. York: Higher Education Academy

Thomas, L. (2013) Learning and teaching, in Morgan, M. (ed) Supporting student diversity in higher education: A practical guide. Abingdon: Routledge

Thomas, L. (forthcoming) Developing a curriculum for diversity: Raising awareness, increasing understanding and changing practice, in Crook, D. and Cunningham, B. (eds) Professional Life in Modern British Higher Education: The death of ‘the don’? Bedford Way Papers series. London: Institute of Education

Relevant activities

Liz has led two change programmes on developing and embedding inclusive learning and teaching. She is co-author of a self-evaluation toolkit.