Is inclusion still an illusion in higher education? exploring the curriculum through the student voice

ABSTRACT

This article reports on research into the discourse and application of ‘inclusion’ policies in higher education. Against the requirements in law ‘to make reasonable adjustments’ required in Section 4A of the Disability Discrimination Act (1995. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/1995/50/contents ), respond equally under the Equality Act (2020. Section 6. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/2010/15/section/6) and ensure a safe environment. Drawing on the critical inquiry model of Denzin, N. (2017. “Critical Qualitative Inquiry.” Qualitative Inquiry 23 (1): 8–16), students with , non-apparent disabilities and special learning needs were invited to discuss their experience of feeling included at university. Through the exploration of the themes of widening participation, skills development and employability, we asked the students how they had experienced mental wellbeing through the practical application of inclusion policies in their programmes of study. Our findings show that while universities have responded very well to the legislation and endeavoured to address anti-discriminatory practice, more could be done to adjust the curriculum to ensure students’ positive mental wellbeing. Developments in curriculum change, even by modest adjustments, could work towards students’ feeling less anxious about their studies and ensure a fully inclusive experience.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Linda Anne Barkas

Dr Linda Anne Barkas is a Senior Lecturer in Business Management and a Programme Leader at the University of Sunderland. She obtained her doctorate in higher education from the Institute of Education. Linda worked in administration and senior management in the public and private sectors before a career change into FE and HE, where she has gained over 30 years' experience of teaching, supervision, and research. Her research interests focus on issues in inclusion, higher education policies, widening participation, academic literacy and learning and teaching. She is currently collaborating with colleagues on research into students' mental health. Linda is a Member of the Learning and Teaching Academy as a Senior Fellow of the HEA.

Paul-Alan Armstrong

Paul-Alan Armstrong areas of speciality are organisational behaviour, equality, Inclusivity and diversity, reflective practice, reflexivity, and research methods. Paul-Alan actively researches the use of digital reflection, storytelling, and reflexivity. An advocate of creative teaching practices using digital platforms, audio, and video and this translates into assessment practices where students are encouraged to design educational toolkits (e.g. vlogs, websites, podcasts, and digital storyboards). Paul-Alan is a Member of the Learning and Teaching Academy as a Senior Fellow of the HEA and as a VC Teaching Fellow.

Garry Bishop

Garry Bishop is Assistant Director of Academic Centres (Student Experience) at the Institute of Continuing Education (ICE) at the University of Cambridge. Garry has a strong interest in student transition to University life with research interests in professional and employability skills and inclusive practices. He worked as a Senior Lecturer in Civil Engineering in the School of Science and Engineering and a Senior Fellow of the Higher Education Academy. Garry graduated in 1986 and completed his MSc Construction Management by distance learning in 1994 and has since been awarded chartered status with the Chartered Institute of Building and the Chartered Institute of Occupational Safety and Health. Previous teaching roles included construction management and feasibility studies on undergraduate and post graduate programmes. Garry has a strong interest in student transition to University life and teaches learning skills development at foundation and first year level.