Within the Higher Education context, inclusivity examines the diversity and difference within the student population in order to understand, and meet, students’ learning needs (Hockings, 2010). This diversity includes:
- Students who identify with any of the protected characteristics under the Equality Act.
- Students from a background that is under-represented in Higher Education.
Students may identify with any number of the protected characteristics or backgrounds and experience multiple challenges with accessing learning opportunities or experience no difficulties at all. An inclusive approach does not supercede the need to support the individual but in many instances will eliminate the need to make adjustments for individuals.
The resources given here relate to learning and teaching and were developed using research into the needs of students with dyslexia and other specific learning difficulties as a means of identifying guidance to reduce barriers to learning for all students, for example:
- students with specific learning difficulties
- students with mental health conditions including anxiety
- students with Autistic Spectrum Conditions, e.g. Asperger’s
- students with physical difficulties such as Arthritis
- students with visual or hearing impairments
- students who have not disclosed that they are disabled
- mature students
- international students
- care leavers.
Specific information in relation to reasonable adjustments for students with disabilities and specific learning difficulties is given as part of their Disability Equality Memo (DEM).