Inclusive Teaching and Learning in Higher Education

Written reflection on my artefact

My artefact I have created, is a staff-facing video entitled “Inclusive practices in the classroom”, which I plan to present at the upcoming UAL teaching conference.

As the current scope of introducing intersectionality is broad. After reviewing, it made sense to narrow it down to a singular, focused idea, which can still provide a rich and complex body of work. I decided on utilizing documentation as a method can enhance the project’s reach and impact. As my area of teaching is broadcast, I decided a video was the most compelling method.

It has been noted that higher education institutions have shown fundamental difficulties in managing commitments related to diversity policies. Despite the growing attention and mandate for institutional diversity policies, the implications seem more symbolic than effective for those who represent diversity. Many scholars, including myself have expressed their criticism, but no practical recommendations are forthcoming. UAL does have a

How does this fit with my positionality?

I believe that it is important that the university I represent and teach at, needs to provide an inclusive service/experience for students. This not based on policy but on learned experience and my own life. By simply turning up at work, I am embodying the universities policy of diversity.

I feel including intersectionality within my practice is especially important right now because research shows that interrupted learning during COVID-19 has affected student populations disproportionately: emergent bilingual students, students of colour, and students with disabilities all suffered from more unfinished learning during remote learning than their white, monolingual peers without disabilities. When seen through the lens of intersectionality, the negative impacts only compound for students who identify with more than one historically marginalized group.

In the context of race, in 22-23, there is greater Black, Asian and minority ethnic (B.A.M.E.) staff representation at UAL (24.8%) than the sector benchmark (16.2%)

But what the figures don’t tell is that I am only 1 of 3 black male lecturers on the payroll in The School of Media and Communications (Excluding HPL’s), and 1 of only 5 in LCF overall.

Knowing this, drives within me a personal goal of social justice, by trying address intersectionality where possible, by not only helping to provide a nurturing educational environment for all, but also realising and introducing representation of the world beyond university.

Intersectionality & Data

UAL has a large proportion (over a third), of students from Multicultural backgrounds, larger than the national average. In 2021-2022, BAME students accounted for 27% of the UK-domiciled student population at UUK member institutions. For UAL in 23/24 the figure was 34%.

The UAL Diversity and Inclusion report (2022/23) shows that 17% of students at UAL declared a disability. 29% of those home students, 14% EU 5% Int 52% unknown. CSM has the highest proportion of disabled students with 21%.

Attainment gap

There are far fewer students from Black and Other groups who achieve first and 2:1 qualification.

5% of UK University students have dyslexia (reported in 2018) and the numbers are on the rise. There is a big difference in attainment here too, between those with dyslexia, only 40% gain a 2:1 or above, whereas those without, the number is much higher at 52%. Byrne, C. (2018).

In the context of neurodiversity and disability, the social model approach suggests that our focus should be on offering accommodations, support, and improving aspects that may negatively affect an individual’s quality of life.

We should not be concentrating on preventing, normalising, or curing neurodiverse or disabled conditions.

This perspective contends that differing from the majority is not a deficiency.

Context

To best articulate a response to the task at hand, I divided the video into 4 sections.

The safe learning environment
Timetabling
The Lecture itself, including the use of assisted technology
The use of inclusive imagery & language

To best integrate inclusivity into a teaching practice, we will first look at the physical environment.

Can any student with a disability (Hidden or not) navigate around the classroom or lecture space where necessary?

Does the environment emit any noises or odour’s that neurodivergent students are sensitive to?

Is there anything on display that may be insensitive to a particular sub set of students?

Does the lecture take place around any calendared faith based holidays?

Will those students be late, tired or hungry?

Will they need any special allowances?

Can you summarise or prepare work for them where possible, to accommodate the timings of their faith-based events?

The Use of Assistive Technology

In today’s diverse and inclusive educational landscape, assistive technology has emerged as a powerful tool in fostering an inclusive classroom environment. By breaking down barriers and providing tailored support, assistive technology ensures that students with varying abilities can actively participate and thrive alongside their peers.

Some examples of assistive technologies include:

Text-to-Speech Software: These tools convert written text into spoken words, helping students with reading or visual impairments access and comprehend written content more effectively.

Speech Recognition Software: Speech recognition software allows students to dictate their thoughts and ideas, converting spoken words into written text. This technology supports students with difficulties in writing or typing.

Graphic Organizers and Mind Mapping Software: These tools help students organize their thoughts and visually represent information. They can be especially beneficial for learners with executive function challenges or those who benefit from visual representations of concepts. We currently use Miro across our teaching practice

Augmentative and Alternative Communication (AAC) Devices: AAC devices assist individuals with communication impairments by enabling them to express themselves through symbols, pictures, or speech-generating devices. AAC tools are handy for students with speech and language disorders.

Electronic Braille Displays: Electronic Braille displays provide tactile feedback by transforming digital text into Braille characters. They are designed for students with visual impairments, allowing them to access digital content and participate in computer-based activities.

Assistive Listening Devices: These devices enhance sound quality and reduce background noise, benefiting students with hearing impairments. Assistive listening devices include personal FM, loop, and amplified classroom sound systems.

Adaptive Keyboards and Mouse Devices: These assistive technologies modify standard keyboards and mice, accommodating students with motor or physical disabilities. Examples include large-key keyboards, one-handed keyboards, or joystick-controlled mice.

Inclusive images intentionally include a variety of people and seek to portray people respectfully and disrupt stereotypes. In many cases, this means showing marginalized people in active, strong roles and not defaulting to showing those who have historically held power in society. For example, one study argues that photos of people in prison can contribute to stigma if the images contain “elements of unworthiness, unpleasantness and immutability” (Miranda and Machado, 2019).

When discussing the evaluation of an image’s suitability, the video focuses on a particular poster commissioned for the Red Cross in the USA. The Red cross safety poster, highlighting dos and don’ts actions for pool safety, showed four of the five actions labelled “Not cool” are done by Black children. In contrast, both “Cool” actions are done by White people. Again, this image, intended solely for public consumption, amplifies the wrong message.

In addition to evaluating each image on its own, it is also helpful to examine the entire project (e.g., book or article) to identify problematic patterns. For example, are images of people of colour, always shown in a less important sidebar instead of the main text?

Also, ensure that any objects of cultural or religious significance are treated respectfully and are appropriate for the context. I also highlighted in the video to take special considerations with illustrations, as cartoons and similar formats often contain stereotypes, which in the past have led to catastrophic events (BBC)

Inclusive language examples are those that ensure we are interacting and engaging with students in a sensitive and respectful way. The meaning of inclusive language in the classroom is about creating a sense of belonging for everyone regardless of their gender, age, ethnicity, sexuality, ability, religion or background.

Using inclusive language can help promote and embed equality, diversity and inclusion.

Inclusive language also allows all students to participate equally in opportunities.

Students can feel safe to express themselves freely without fear of being judged or rejected., Whereas, using exclusive language can alienate.

Finally, it is important to approach all students with patience and empathy.

Remember that every student is unique and has different strengths and challenges.

Take the time to understand their needs and work with them to create a personalised learning experience.

Actively listening to students, taking an interest in their perspectives, and providing opportunities for students to share their experiences and challenges are important factors in supporting them in the classroom.

Feedback

This is the way I usually construct my lessons, I did not get direct formalised feedback from the students, but my PRA states that ‘Emil remains positive, innovative and approachable lecturer and colleague’ which is an indication that my inclusive approach is having a positive effect on the students.

Further Reflection

On reflection, the above practices are just the start of integrating intersectional teaching into everyday practise. The vide would have benefitted from direct student voices, but due to the timing of the module, no students were available to be interviewed. Another missed element was the construction of presentations. There are methods, such as avoiding black text on a white background that are beneficial for dyslexia sufferers. There are even such fonts as ‘Open Dyslexic’ designed to assist with word recognition.

After having initial reservations for this unit, I have overall found it quite enjoyable. Although initially based on theory, it is my actual lived experience that has helped animate understanding of the texts and frameworks. If, from this artefact, I can improve the university experience for even just one student, it will be a personal success.

Bibliography:

Crenshaw, K. (1989) Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. In University of Chicago Legal Forum. (1989 1:8)

UAL inclusion strategy 2022-2032

https://www.arts.ac.uk/about-ual/strategy-and-governance/strategy (Accessed:13 July 2024)

https://www.ucl.ac.uk/ioe/events/2023/jan/academic-writing-and-neurodiversity-pedagogies-inclusion (Accessed:13 July 2024)

UAL Equality, Diversity and Inclusion Report 2022/23 (PDF 1.4MB)

https://www.intersectionalityinpractice.ed.ac.uk/wp-content/uploads/2021/09/Intersectionality-in-practice.pdf

https://www.arts.ac.uk/students/stories/how-to-become-anti-racist-and-show-active-allyship (Accessed: 13 July 2024)

The social model of disability: thirty years on – 2013 https://www.tandfonline.com/doi/full/10.1080/09687599.2013.818773 (Accessed: 13 July 2024)

Crime & Incarceration – 2020 – (Miranda and Machado, 2019).

https://c4disc.pubpub.org/pub/qb4frlzp/release/1 (Accessed: 14 July 2024)

‘Super racist’ pool safety poster prompts Red Cross apology – Peter Holley – 27^th June 2016

https://www.washingtonpost.com/news/morning-mix/wp/2016/06/27/super-racist-pool-safety-poster-prompts-red-cross-apology/ (Accessed: 14^th July 2024)

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