Page 37 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

M. Leikomma · Inclusive Learning Design

In the context of this article, inclusive LD primarily means two things:
Pedagogical approaches that take into account di erent learners (socioeconomics,

cultural considerations, disabilities etc.) and activity aiming at increasing
participation in education. It applies the definitions by Hockings (2010, p. 1):

Inclusive learning and teaching in higher education refers to the ways in which

pedagogy, curricula and assessment are designed to engage students in learning

that is meaningful, relevant, and accessible to all

and Thomas & May (2010, p. 5):

Our inclusive approach does not focus on specific target groups or dimensions of

diversity, but rather strives towards proactively making higher education
accessible, relevant and engaging to all students.

As can be seen from the dates of the quotations above, inclusive LD is not a

new aspect in education, but it has increased its importance in online learning,

especially in the past few years as the number of online students grew significantly
due to the COVID-19 pandemic. More students are studying online, their needs are

more diverse than ever, and educators must take them into account when
designing their online learning experiences.

Inclusive Pedagogy

Inclusive pedagogy has its roots in special education (e.g. Snyder 1999), but it
benefits all students and often also the educators. One of the key aspects of

inclusive pedagogy is an inclusive learning environment. This is also supported by

Sousa and Tomlison (2011), who point out that the learning environment must
invite learning. It must be safe, challenging, and supportive. It should be very clear

to the students what constitutes essential knowledge, understanding, and skills in
a content area, unit, and lesson. Some practical ways of inclusive learning

environment include:

35