have multiple identities and all students have aspects of their personal lives that will impact upon the classroo m context (such as having to act as a carer for a relative or partner, or having to work extra hours to earn additional money). An inclusive curriculum not only addresses groups of students who are covered by legislation, but also allows flexibility to accommodate is sues that can potentially be faced by a much larger group of students. It has been said that ‘good practice for disabled students is good practice for all’, and by focusing on addressing the entitlements of disabled students with a range of impairments it may also benefit the wider student community. Teachability: A series of guides on accessible curriculum design and delivery. http://tinyurl.com/teachability Geography Discipline Network Inclusive Curriculum: Ten online guides considering how an inclusive curriculum can be designed for disabled students. http://tinyurl.com/gdn-curriculum Teaching for Inclusion - Diversity in the college classroom:An online publication that considers the curriculum in terms of all aspects of inclusivity. http://tinyurl.com/inclusive-curriculum Strategies for Creating Inclusive Programmes of Study (SCIPS): A web based resource providing strategies for creating inclusive curriculum programmes. http://tinyurl.com/scips Disability Legislation: Practical Guidance for Academic Staff. http://tinyurl.com/practical-guidance Key Resources Inclusive Practice E-bulletin Series Inclusive Curriculum Practice Dr Phil Gravestock (University of Gloucestershire) Overview The diversity of t he student population is increasing, with greater propor tions of disabled students, mature students and international students entering Hi gher Education (HE) each year. This increased diversity, allied with the duties placed on institutions to fulfil student entitlements, call for the adaptat ion of teaching, learning, curriculum and assessment methods in order to ensure that all students are able to experience success in HE and achieve their full potential. This focus on an ‘inclusive’ approach means that student entitlements have been designed into plans and activities from the outset. ‘Inclusion’ does not mean, however, that there should be any lowering of academic standards. Instead, there should be a change of emphasis in the way that we work with students. When considering diversity and in clusion in HE it is often tempting to consider the areas that are covered by legislation, such as: ‘race’; disability; sexual orientation; religion or belief; age and gender identity. However, students July 2009 (V2)
