Delivery

Design of Inclusivity Pages

All of the Inclusivity pages are designed following the principles of Universal Design for Learning (UDL).You will find a combination of text, video and images, along with some points for reflection, practical examples and case studies.

You can choose to read the text or access an audio recording of the same material. The recordings are at the bottom of each page. Alternatively you could use the Microsoft Immersive Reader, which has the ability to set preferences or use the 'read aloud' function.You can also attend a workshop on the topic

Supporting all students to fully participate in learning activities

‘Inclusive learning design is design that considers the full range of human diversity with its complex intersectionality. It is designing learning environments, experiences, activities, tasks, assessment and feedback with students’ voice and choice at its heart, so that students can grow academically, culturally and socially.’ (Rossi 2023)

The Cardiff University Inclusive Education Enhancement Model has a series of key targets for enhancing delivery, which draw on research and sector recommendations. You could use this as a basis for reflection and plans for improvements.

Enhancement model targets for Delivery:

Across the programme there are opportunities for multiple means of engagement, whether face-to-face, online or asynchronous.
The programme uses a variety of modes which are informed by different social and cultural perspectives, and build on students’ educational abilities, interests, experiences, and aspirations.
Information, resources and materials are presented in a range of formats and regularly referred to across the programme. There are many opportunities for students to gain clarification or feedback in multiple ways.
Visits and placements take into account the needs of all students and reflect the diversity of the student cohort.
All virtual learning environments are fully accessible, proactive, and flexible to meet all students’ needs. The physical environment is fully accessible, and consideration is given to the accessibility of curriculum delivery. Student feedback informs the accessibility of these spaces on an annual basis.
All modules provide reading lists which are mainly digitised, and have required and optional readings.
Across the programme the Recording Policy is followed consistently. All materials are uploaded at least 48 hours in advance and recordings are available before the default 5 days. Students are provided with summarised notes of sessions that aren’t recorded.
There are opportunities for students to explore and familiarise themselves with unfamiliar and new terminology and concepts are embedded in core modules across the programme.

Practical and Socio-cultural considerations for teaching

There are a wide range of considerations for the organisation and delivery of teaching spaces:

Practical

Ensure the physical environment is accessible. Check:
• physical access to buildings and spaces, and seating, meets all needs
• the room uses good lighting and colour contrast
• there is ease of movement around the room, for example, during physical transitions to activities.
• students’ physical needs, abilities and disabilities when designing practical tasks and experiments.
Ensure the digital environment is accessible (see more on this on our Digital accessibility section on the Disability and Dyslexia page). Check:

• You are following Digital Accessibility regulations when designing teaching materials, tools and assessments
• You are using accessible platforms (check for accessibility statements)
• Asynchronous and synchronous learning opportunities are available
• You provide multiple modes of content (e.g. text, audio, video)
• Students have digital competence and access, particularly when using new software or apps
• PowerPoints and other audio-visual materials are accessible (Font, background colour, use of images are supported by alt text, text is left justified)
• Use audio-described and captioned videos
• Verbalise long quotes on screen
• Articulate detail in graphs and diagrams (either verbally or provide notes)
• Check there is coherence in the way ultra pages are organised, across a module and programme
• For online learning and assessment, be aware of time differences for international learners
• Keep to time: don’t run over, and don’t gallop if time is short – record afterwards or cover later

Two key practical considerations which meet the needs of many different groups of students:
• Provide PowerPoints or other audio-visual tools available 48 hours in advance
• Make recordings of sessions available

Socio-cultural

Create an inclusive, collaborative culture which recognises students’ authentic selves, and enables them to see themselves represented in the curriculum.

Articulate learner, academic and cultural practices which may have assumed knowledge: for example, give expectations of social learning behaviours (for example, what do we DO in small group activities)

Explain any cultural references, pop culture or historical UK-centric information.

Set ground rules for differences of opinion and be aware of dynamics of power and control, between students, and with yourself and other staff

Use physical spaces which promote collaboration and social learning (e.g. room layout)

Vary activities to support multiple means of engagement and to address attention spans.

Inclusive Teaching Strategies

When planning a teaching session or series of teaching sessions, plan to use a range of teaching strategies: there is no one approach that is inclusive for all learners, as every activity will advantage some, and disadvantage others. We tend to employ ‘folk pedagogy’ (Bruner 1979) where we teach how we have been taught, and which have benefitted us as learners.

For example, a common activity in sessions is small group discussions with feedback to the larger group, which enables social, constructivist learning, and builds team working skills. However, some learners might struggle to interact in this process, due to neurodivergence, anxiety or cultural experiences of learning, if they have previously studied in different, more didactic settings. Some might therefore benefit from some time completing individual, silent reflection activities, or use of digital feedback mechanisms, such as mentimeter or padlet. Some may require clear explanations of expectations for active learning.

When planning your session, or series of sessions, plan for multiple means of engagement: you can do this within the same activity, for example, by welcoming feedback on the activity in text or oral form, or across a series of activities, by having one group work, one individual task and one digital response activity within a session. You can also ensure asynchronous engagement for those who cannot attend. In this way the variety of needs of your diverse learners can be met.

Duration/Time	Teaching strategy and content	Student Activity
10 mins	Introduction: Teacher talk	Listen and take notes (didactic teaching of core content, slides, readings and notes available in advance and afterwards)
20 mins	Group activity: Apply talk to practice	Group discussion with feedback via oral presentation or mentimeter (social learning with choice of feedback mode, available asynchronously)
10 minutes	Introduce individual activity: Silent reflection and 1 minute summary	Listen to or read introduction to task, reflect and write 1 minute summary (choice of modes for instructions for activity)
10 minutes	Conclusion: Mentimeter Quiz and summary	Complete quiz online (multi-media for range of activities, can be completed asynchronously)

For further reading: Bale and Seabrook (2021) consider a range of inclusive teaching strategies in their book ‘An introduction to university teaching’, including small and large group teaching, lab work, fieldwork and digital education.

Below is a short listen and a case study to further your application to practice :

Case Study: Inclusive Practical Experiments

Considerations for Inclusive Education in Experiments and Laboratory Settings (Anna Richards, Biosciences):

Teaching Strategy: Demonstration and observation of a practical laboratory technique

Student Activity

Read and understand a protocol, observe practical demonstration of a particular technique, take notes, stand for up to several hours, small, instructor-led group discussion to ask questions

Barriers to Learning

Cognitive and/or sensory processing, physical discomfort, limited visibility or access, language or communication issues

Students who may be impacted

Students with visual, auditory or cognitive impairments; Students with health conditions, particularly mobility issues, chronic pain, or disabilities; Dyslexic students;

Students with English as an additional language

Solutions

Break down the protocol and technique into smaller, manageable steps.
Provide pre-session reading materials that explain the theory and steps of the technique in simpler terms.
Use diagrams, videos, or animations before the demonstration to visually represent complex steps.
Allow for frequent breaks during long demonstrations to reduce fatigue from standing.
Provide seating options for students who cannot stand for extended periods.
Use visual aids, such as overhead cameras or screens, to project the demonstration clearly so everyone can see it.

Teaching Strategy: Simulations or Virtual Labs

Student Activity

Navigate the virtual environment, follow a virtual protocol or introductory exercise, collect and analyse simulated data, collaborative work in virtual teams.

Barriers to Learning

Technical difficulties or lack of technical proficiency; Cognitive and/or sensory processing; Motivation and Engagement due to a more abstract, less interactive session.

Students who may be impacted

Students with visual, auditory or cognitive impairments; Students with limited access to technology; Dyslexic students; Students with English as an additional language.

Solutions

Provide a pre-lab tutorial or training session on how to use the virtual lab platform (e.g. video tutorials, step-by-step guides, or interactive walkthroughs)
Offer technical support during the lab session, such as a dedicated help desk or teaching assistants available to troubleshoot issues.
Simplify protocols by breaking them into smaller, manageable steps, and provide visual aids or animations that explain each step of the virtual procedure.
Design the virtual protocol to allow students to pause and revisit sections if they feel overwhelmed, giving them control over the pace of the exercise

Teaching Strategy: Problem-Based Learning group work

Student Activity

Work through a real-world problem scenario related to the lab activity. Use critical thinking, teamwork and independent enquiry to plan and conduct an experiment addressing a case provided by the instructor.

Barriers to Learning

Technical skills and speed; Social interaction in groups and working effectively with others; Physical discomfort; Limited visibility or access

Students who may be impacted

Novice/inexperienced learners; Students with less confidence/anxiety; Students with cognitive or processing challenges (e.g., dyslexia, ADHD, autism); Students with physical disabilities or chronic health conditions; Students with visual, auditory or cognitive impairments

Solutions

Offer comprehensive workshops or tutorials before the lab session and provide clear, written protocols with visual aids, flowcharts, or videos that students can refer to during the lab
Implement a peer mentoring system where more experienced students can assist those who are less confident or skilled.
Assign specific roles within groups to ensure balanced participation and accountability.
Schedule regular breaks during lab sessions to allow students to rest and stretch.
Arrange seating and lab stations to ensure that all students have clear visibility of demonstrations and equipment