A range of recent conferences across Higher Education in Europe and US have focused on Curriculum Innovation in support of Diversity and inclusion.

A range of recent InCurriculum researchers have appeared as speakers and have contributed papers and workshop sessions to a number of these conferences, exploring practical approaches to embedding equality and diversity in curricula, for the enhancement of the wider student learning experience.

Some key questions have emerged over the past decade:

  • What would characterise a mainstreamed inclusive curriculum with embedded support, rather than “bolt on” provision?
  • How can expertise in supporting students with disabilities be extended from specialist support to academic staff?
  • Can reasonable adjustments be appropriate for all?
  • How can the assessment framework be re-focussed and more transparent to learners and educators in the face of regulation and QAA?

"An aligned curriculum appropriate for all students, is needed..." (Biggs, 2003).

During September 2012, the examples of good practice identified and researched by the InCurriculum Project will to the rest of the HE sector. There is a strong HE network arising from the dissemination of the AchieveAbility project, which can be used for consultation, formative evaluation and final dissemination and future networking. The production of staff development materials, and the design and evaluation of effective processes for using these, is an important part of the project; dissemination is a key theme.

The ethos of the work undertaken by InCurriculum was to:

  • Provide stimulating, supportive and accessible learning, based on mutual respect and trust, assisting all students in achieving their full potential, irrespective of disability, background, gender or belief

    Ensure that all students are treated fairly (the three institutions involved in this project have long traditions of promoting disability equality)

    develop work that was nderpinned by the social model of disability, which does not focus on an individual's medical condition or impairment, but instead identifies the impact of disability in the structural, organisational, physical and attitudinal barriers that inhibit people with disabilities from achieving equality and inclusion

    Offer everyone access to the opportunities provided by higher education and creating, insofar as possible, barrier-free learning.