Inclusivity and the Cardiff University Inclusive Education Framework

Welcome to the main page for Inclusivity.

Inclusivity is central to supporting learning through teaching that is meaningful, relevant and accessible to all. It is a core part of a thriving university, recognising that every member of our community brings unique experiences, identities and perspectives that enrich our shared learning.

Inclusivity is a core principle of Education for Sustainable Development (ESD), embodied in The Well-Being Future Generations (Wales) Act 2015, which aims for ‘a society that enables people to fulfil their potential no matter what their background or circumstances’. It is also recognised when the UN General Assembly adopted the 2030 Agenda for Sustainable Development in 2015, and created 17 Sustainable Development Goals (SDGs). SDG 4 is central to higher Education: Providing Quality Education, which aims to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

Structure

This theme has 4 subsections: Introduction to Inclusive Education, Fostering a Sense of Belonging, Empowering Students to Fulfil their Potential, and Developing Inclusive Mindsets.

If you are new to teaching or to inclusive education, you may wish to start with the Introduction. You can then expand your knowledge in order to Foster a Sense of Belonging for students, by considering issues in induction, transition, the hidden curriculum and belonging. The Empowering section includes Universal Design for Learning, and Anti-Racist pedagogy, which gives suggested approaches to designing for diverse students, before considering the needs and expectations for different groups of students. Finally, the Developing Inclusive Mindsets section supports you to enhance student understanding of Inclusivity, linking to graduate attributes and for those in leadership positions, how to use inclusive leadership of learning and teaching to develop inclusive practice.

Further Learning

You will find inclusivity in each of the other sections of the toolkit, in relation to inclusive design, teaching approaches, assessment and feedback, and evaluation.

You can also develop your understanding of Inclusive Education by engaging with our related workshops, which are available asynchronously, to take in your own time, and can be followed by a live workshop (with enough demand), or a bespoke meeting with the lead to discuss application to your practice. Find out more on the Cardiff LTA CPD page.

Professional Standards Framework (PSF 2024)

This theme is linked to the PSF 2024 in consideration of V1: Respecting individual learners and groups of learners, and V2: promoting engagement in learning and equity of opportunity, and the overall requirements for demonstration of ‘Effective and inclusive practice’. You will find guidance on the links to the PSF 2024 at the beginning of each page.

ProfessionalValues In your context, show how you: V1 respect individual learners and diverse groups of learners V2 promote engagement in learning and equity of opportunity for all to reach their potential V3 use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice V4 respond to the wider context in which higher education operates, recognising implications for practice V5 collaborate with others to enhance practice Core Knowledge In your context, apply knowledge of: K1 how learners learn, generally and within specific subjects K2 approaches to teaching and/or supporting learning, appropriate for subjects and level of study K3 critical evaluation as a basis for effective practice K4 appropriate use of digital and/or other technologies, and resources for learning K5 requirements for quality assurance and enhancement, and their implications for practice Areas of Activity In your context, demonstrate that you: A1 design and plan learning activities and/or programmes A2 teach and/or support learning through appropriate approaches and environments A3 assess and give feedback for learning A4 support and guide learners A5 enhance practice through own continuing professional development