Page 36 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

M. Leikomma · Inclusive Learning Design

Inclusive Learning Design

Marianna Leikomma 3

With the overall project focus on equity, inclusion, and access reflected in the aims

of the Partner HEIs’ projects, it was not enough to simply focus on LD more

broadly, as an identified area of focus was how individuals and teams can engage in
this work such that accessibility and inclusion is maximised. This subsection

presents the core knowledge and best practice, focusing specifically on making the
LD process as accessible and inclusive as possible, that was shared between partner

HEIs in capacity building lectures and workshops.

What is Inclusive Learning Design?

Inclusive LD can mean many things, depending on the context. Some of the

definitions are very wide, while others have a very limited focus. In some cases,
inclusive LD only refers to the technical aspect of LD: is the course accessible by,

for example, using screen readers? In other cases, the term also refers to the
pedagogy used in the LD: is the course accessible for di erent types of learners?

(University of Worcester, 2018).

3 © The Author(s) 2023
To cite: Leikomma, M. (2023). Inclusive learning design. In H. Teräs & J. Brunton (Eds.),
Reimagining higher education: Case studies on designing for inclusion, equity, and access in the
BUKA project. BUKA Project: Advancing Equity and Access to Higher Education Through
Open and Distance Learning. https://doi.org/10.5281/zenodo.8427632

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