The Community of Inclusive Practice is broken into several main topic areas covering different aspects of the design, teaching and delivery of a subject.
Making your documents, presentations, audio and video content accessible is good practice which will ensure that no one is disadvantaged because of disability or circumstance. Implementing minor anticipatory adjustments prior to course commencement can avoid expensive retro-fitting to cater for specific students and minimise the delay for students in accessing your learning resources.
The need to record and assess academic achievement is an integral part of the higher education experience for all students. Therefore it is important that assessment is inclusive, accessible and valid to the widest range of students. This section offers you the opportunity to consider the issues around inclusive assessment. Assessment procedures should ensure that while maintaining academic standards, individual students are neither disadvantaged nor advantaged.
Inclusive curriculum design places the student at the centre of the design process which promotes success for all students by adopting a proactive, anticipatory approach to learning and teaching. An inclusive curriculum is equitable, transparent and collaborative. It takes into account the context, module delivery, essential and non-negotiable components of the course/subject, the learning outcomes, skills knowledge and competencies required and provides flexibility in teaching, learning and assessment in the classroom, laboratory, online or off-campus.
Off-campus learning includes practicum, professional experience, internship, field work or clinical placement, any practical work, teaching, study or research which is an integral part of a course. By planning and providing further opportunity for students to disclose, lecturers can anticipate students’ needs, so that only minimal adaptations need to be made reactively for individual students with disability. Where placements cannot be made accessible, alternative learning opportunities need to be organised.
Problem-based learning is seen as a set of approaches under the broader category of Enquiry-based learning. As a lecturer, facilitating PBL is a shift from the teaching paradigm to the learning paradigm where students are given the problem first and the focus is on what students are learning rather than the teacher giving information or a mini lecture on the problem.
Inclusive teaching means dealing with the challenges of diverse perspectives, experiences, backgrounds and learning needs of your students. This diversity can also enrich your teaching practice by the incorporation of a variety of inclusive teaching strategies to enable the widest possible range of students to access and engage with your subject and the curriculum.
La Trobe University has endorsed the graduate capability of teamwork as a major component of students’ successful completion of their degrees. Working in teams provides students with opportunities to learn and demonstrate the graduate capability of teamwork.