874
Views
0
CrossRef citations to date
0
Altmetric
Inclusive & Special Education

Perspectives on embedding inclusive pedagogy within a BSc psychology curriculum

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all
Article: 2310991 | Received 02 Oct 2023, Accepted 23 Jan 2024, Published online: 07 Feb 2024

References

  • Adams, G., Gómez Ordóñez, L., Kurtiş, T., Molina, L. E., & Dobles, I. (2017). Notes on decolonizing psychology: From one special issue to another. South African Journal of Psychology, 47(4), 531–541. https://doi.org/10.1177/0081246317738173
  • Advance, H. E. (2021). Ethnicity awarding gaps in UK Higher Education in 2019/20. www.advance-he.ac.uk/knowledge-hub/equality-higher-education- statistical-report-2020
  • Akhter, S., & Watson, M. (2022). Decolonising the school curriculum in an era of political polarisation. London Review of Education, 20(1), 27. https://doi.org/10.14324/LRE.20.1.27
  • Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28(3–4), 367–379. https://doi.org/10.1080/10714410600873258
  • Arday, J., Branchu, C., & Boliver, V. (2022). What do we know about Black and minority ethnic (BAME) participation in UK higher education? Social Policy and Society, 21(1), 12–25. https://doi.org/10.1017/S1474746421000579
  • Arday, J., Zoe Belluigi, D., & Thomas, D. (2021). Attempting to break the chain: Reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory, 53(3), 298–313. https://doi.org/10.1080/00131857.2020.1773257
  • Arnold, J. M., & Sableski, M. K. (2020). Where are you from? Building bridges over walls with #ownvoices literature. Journal of Children’s Literature, 46(2), 19–26.
  • Baral, B. D., & Das, J. P. (2004). What is indigenous to India and what is shared (pp. 270–301). International Handbook of Intelligence.
  • Bard, K. A., Keller, H., Ross, K. M., Hewlett, B., Butler, L., Boysen, S. T., & Matsuzawa, T. (2021). Joint attention in human and chimpanzee infants in varied socio‐ecological contexts. Monographs of the Society for Research in Child Development, 86(4), 7–217. https://doi.org/10.1111/mono.12435
  • Berryessa, C. M., & Cho, M. K. (2013). Ethical, legal, social, and policy implications of behavioral genetics. Annual Review of Genomics and Human Genetics, 14(1), 515–534. https://doi.org/10.1146/annurev-genom-090711-163743
  • Bhavnani, R. R., & Lee, A. (2021). Does affirmative action worsen bureaucratic performance? Evidence from the Indian administrative service. American Journal of Political Science, 65(1), 5–20. https://doi.org/10.1111/ajps.12497
  • Bittner, R. (2020). Beyond mere representation in the classroom: Finding and teaching literature by and about LGBTQ authors. Journal of Children’s Literature, 46(2), 36–47.
  • Bolton, P., & Hubble, S. (2021). Support for disabled students in higher education in England. House of Commons. https://commonslibrary.parliament.uk/research-briefings/cbp-8716/
  • British Psychology Society (BPS). (2019). Standard for the accreditation of undergraduate, conversion and integrated masters programmes in psychology. https://www.bps.org.uk/sites/www.bps.org.uk/files/Accreditation/Undergraduate%20Accreditation%20Handbook%202019.pdf
  • Byrne, L., Happell, B., Welch, T., & Moxham, L. J. (2013). ‘Things you can’t learn from books’: Teaching recovery from a lived experience perspective. International Journal of Mental Health Nursing, 22(3), 195–204. https://doi.org/10.1111/j.1447-0349.2012.00875.x
  • Chen, M. J., & Chen, H. C. (1988). Concepts of intelligence: A comparison of Chinese graduates from Chinese and English schools in Hong Kong. International Journal of Psychology, 23(1-6), 471–487. https://doi.org/10.1080/00207598808247780
  • Cullen, K., Rhodes, P., Brockman, R., Hunt, C., & Langtiw, C. L. (2020). Decolonising clinical psychology: National and international perspectives. Clinical Psychologist, 24(3), 211–222. https://doi.org/10.1111/cp.12228
  • Deni, A. R. M., & Zainal, Z. I. (2018, October). Padlet as an educational tool: Pedagogical considerations and lessons learnt. In Proceedings of the 10th International Conference on Education Technology and Computers (pp. 156–162). https://doi.org/10.1145/3290511.3290512
  • Department of Work and Pensions. (2021). Family resources survey: Financial year 2019 to 2020. GOV.UK. https://www.gov.uk/government/statistics/family-resources-survey-financial-year-2019-to-2020
  • Dommett, E. J., Dinu, L. M., Van Tilburg, W., Keightley, S., & Gardner, B. (2022). Effects of captions, transcripts and reminders on learning and perceptions of lecture capture. International Journal of Educational Technology in Higher Education, 19(1), 20. https://doi.org/10.1186/s41239-022-00327-9
  • Dramé, C., & Ferguson, C. J. (2019). Measurements of intelligence in sub-Saharan Africa: Perspectives gathered from research in Mali. Current Psychology, 38(1), 110–115. https://doi.org/10.1007/s12144-017-9591-y
  • Draper, C. E., Barnett, L. M., Cook, C. J., Cuartas, J. A., Howard, S. J., McCoy, D. C., Merkley, R., Molano, A., Maldonado‐Carreño, C., Obradović, J., Scerif, G., Valentini, N. C., Venetsanou, F., & Yousafzai, A. K. (2022). Publishing child development research from around the world: An unfair playing field resulting in most of the world’s child population under‐represented in research. Infant and Child Development, 32(6), e2375. https://doi.org/10.1002/icd.2375
  • Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69–79. https://doi.org/10.1177/0098628320959979
  • Goldstein, S. B., Siegel, D., & Seaman, J. (2010). Limited access: The status of disability in introductory psychology textbooks. Teaching of Psychology, 37(1), 21–27. https://doi.org/10.1080/00986280903426290
  • Green, D., Callands, T. A., Radcliffe, A. M., Luebbe, A. M., & Klonoff, E. A. (2009). Clinical psychology students’ perceptions of diversity training: A study of exposure and satisfaction. Journal of Clinical Psychology, 65(10), 1056–1070. https://doi.org/10.1002/jclp.20605
  • Gregory, M. S. J., & Lodge, J. M. (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36(2), 210–230. https://doi.org/10.1080/01587919.2015.1055056
  • Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? The Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/S0140525X0999152X
  • HESA. (2022). HE academic staff (excluding atypicals) by disability, academic employment function, nationality marker, sex, mode of employment, terms of employment and academic year. HESA. https://www.hesa.ac.uk/data-and-analysis/staff/table-5
  • Hoekstra, R. A., Girma, F., Tekola, B., & Yenus, Z. (2018). Nothing about us without us: the importance of local collaboration and engagement in the global study of autism. BJPsych International, 15(2), 40–43. https://doi.org/10.1192/bji.2017.26
  • Houghton, A.-M., & Anderson, J. (2017). Embedding mental wellbeing in the curriculum: maximising success in higher education. Higher Education Academy, 68, 1–44.
  • Housee, S. (2022). Enough is enough: De-colonise, diversify and de-construct the curriculum. Social Policy and Society, 21(1), 123–133. https://doi.org/10.1017/S1474746421000567
  • Hughes, G., Upsher, R., Nobili, A., Kirkman, A., Wilson, C., Bowers-Brown, T., Foster, J., Bradley, S., & Byrom, N. (2022). Education for Mental Health. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/education-mental-health-toolkit
  • Johnston, C. (2021). Coronavirus and first year higher education students, England: 4 October to 11 October 2021. Office for National Statistics. https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/healthandwellbeing/bulletins/coronavirusandfirstyearhighereducationstudentsengland/4octoberto11october2021#:∼:text=Over%20a%20fifth%20(21%25),being%20services%20since%20September%202020.
  • Johnston, E., & Johnson, A. (2008). Searching for the second generation of American women psychologists. History of Psychology, 11(1), 40–72. https://doi.org/10.1037/1093-4510.11.1.40
  • Jury, M., Smeding, A., Stephens, N. M., Nelson, J. E., Aelenei, C., & Darnon, C. (2017). The experience of low-SES students in higher education: Psychological barriers to success and interventions to reduce social-class inequality. Journal of Social Issues, 73(1), 23–41. https://doi.org/10.1111/josi.12202
  • Lim, W., Plucker, J. A., & Im, K. (2002). We are more alike than we think we are: Implicit theories of intelligence with a Korean sample. Intelligence, 30(2), 185–208. https://doi.org/10.1016/S0160-2896(01)00097-6
  • Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling, 3(2), 22–38.
  • Marin, M.-F., Lord, C., Andrews, J., Juster, R.-P., Sindi, S., Arsenault-Lapierre, G., Fiocco, A. J., & Lupien, S. J. (2011). Chronic stress, cognitive functioning and mental health. Neurobiology of Learning and Memory, 96(4), 583–595. https://doi.org/10.1016/j.nlm.2011.02.016
  • Morris, K. K., Frechette, C., Dukes, L., III, Stowell, N., Topping, N. E., & Brodosi, D. (2016). Closed captioning matters: Examining the value of closed captions for "all" students. Journal of Postsecondary Education and Disability, 29(3), 231–238.
  • Kauser, S., Yaqoob, S., Cook, A., O’Hara, M., Mantzios, M., & Egan, H. (2021). Learning from the experiences of Black, Asian and Minority Ethnic (BAME) university students who withdraw from their undergraduate degree. SN Social Sciences, 1(5), 1–21. https://doi.org/10.1007/s43545-021-00115-8
  • Lowery‐Hart, R., & Pacheco, Jr., G. (2011). Understanding the first‐generation student experience in higher education through a relational dialectic perspective. New Directions for Teaching and Learning, 2011(127), 55–68. https://doi.org/10.1002/tl.457
  • Michaelsen, L., & Sweet, M. (2004). Team-based learning. Radcliffe.
  • Morgan, M. (2020). Bridging the gap between secondary and tertiary education. Findings from the Undergraduate Level 4 Pre-Arrival Academic Questionnaire (PAQ). A case study from a Post 1992 University. Morgan. https://doi.org/10.13140/RG.2.2.27358.46407
  • Murray, J. (2023). The higher education (freedom of speech) act 2023: An employment focused overview. Industrial Law Journal, 52(3), 791–811. https://doi.org/10.1093/indlaw/dwad019
  • Okagaki, L., & Sternberg, R. J. (1993). Parental beliefs and children’s school performance. Child Development, 64(1), 36–56. https://doi.org/10.2307/1131436
  • Pearson, V., Lister, K., McPherson, E., Gallen, A. M., Davies, G., Colwell, C., Bradshaw, K., Braithwaite, J., St, N., & Collins, T. (2019). Embedding and sustaining inclusive practice to support disabled students in online and blended learning. Journal of Interactive Media in Education, 2019(1), 1–10. https://doi.org/10.5334/jime.500
  • Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318
  • Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study‐related skills and behaviours: Relations with learning‐related emotions and academic success. The British Journal of Educational Psychology, 83(Pt 4), 633–650. https://doi.org/10.1111/j.2044-8279.2012.02084.x
  • Reczek, C. (2020). Sexual‐and gender‐minority families: A 2010 to 2020 decade in review. Journal of Marriage and the Family, 82(1), 300–325. https://doi.org/10.1111/jomf.12607
  • Richardson, J. T. (2015). The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know. Journal of Further and Higher Education, 39(2), 278–291. https://doi.org/10.1080/0309877X.2013.858680
  • Runswick, O. R., Hashmi, S., Waeerkar, J., & Twumasi, R. (2022). Reflections on decolonisation and enhancing inclusion in undergraduate teaching of sport and exercise psychology. Sport & Exercise Psychology Review, 17(2), 46–55. https://doi.org/10.53841/bpssepr.2022.17.2.46
  • Salazar, M. D. C., Norton, A. S., & Tuitt, F. A. (2010). 12: Weaving promising practices for inclusive excellence into the higher education classroom. To Improve the Academy, 28(1), 208–226. https://doi.org/10.1002/j.2334-4822.2010.tb00604.x
  • Saunders, S., & Kardia, D. (2004). Creating inclusive college classrooms. In A guidebook for University of Michigan graduate student instructors (pp. 46–56). The Regents of the University of Michigan.
  • Shuttleworth-Edwards, A. B. (2016). Generally representative is representative of none: Commentary on the pitfalls of IQ test standardization in multicultural settings. The Clinical Neuropsychologist, 30(7), 975–998. https://doi.org/10.1080/13854046.2016.1204011
  • Shneidman, L. A., & Goldin‐Meadow, S. (2012). Language input and acquisition in a Mayan village: How important is directed speech? Developmental Science, 15(5), 659–673. https://doi.org/10.1111/j.1467-7687.2012.01168.x
  • Stentiford, L., & Koutsouris, G. (2020). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245–2261. https://doi.org/10.1080/03075079.2020.1716322
  • The Public Sector Bodies (Websites and Mobile Applications) (No. 2). Accessibility Regulations (2018). c. 952. https://www.legislation.gov.uk/uksi/2018/952
  • Turner, S., & Harder, N. (2018). Psychological safe environment: A concept analysis. Clinical Simulation in Nursing, 18, 47–55. https://doi.org/10.1016/j.ecns.2018.02.004
  • Ujir, H., Salleh, S. F., Marzuki, A. S. W., Hashim, H. F., & Alias, A. A. (2020). Teaching workload in 21st century higher education learning setting. International Journal of Evaluation and Research in Education (IJERE), 9(1), 221–227. https://doi.org/10.11591/ijere.v9i1.20419
  • Verma, A. (Ed.). (2022). Anti-racism in higher education: An action guide for change. Policy Press.
  • Woof, V. G., Hames, C., Speer, S., & Cohen, D. L. (2021). A qualitative exploration of the unique barriers, challenges and experiences encountered by undergraduate psychology students with mental health problems. Studies in Higher Education, 46(4), 750–762. https://doi.org/10.1080/03075079.2019.1652809
  • Yin, R. (2003). Case study research and applications: Design and methods (3rd ed.). SAGE Publications.