Page 38 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

M. Leikomma · Inclusive Learning Design

● Flexible course pace to accommodate students with diverse needs;
● Syllabus displayed and easy to understand;

● Ways for students to ask questions and give feedback, not only after the
course but during it;

● Varied content (i.e., video, readings, photos, discussions, etc.);

● Accessible resources (i.e., alternatives for low bandwidth, mobile friendly,
etc.);

● Considering alternative assessment methods.
(Teräs & Annala, 2021)

Inclusivity must also be considered when it comes to assessments. One

method of assessing students’ skills and knowledge might not suit everyone.
Luckily, there are methods an educator can use to make their assessments more

inclusive, such as:

● Various ways to complete the assessment: not all assignments need to be

submitted as essays. Students can display their competences by giving a
presentation, doing a video, creating a mind-map, writing a poster, etc. The

options, naturally, depend quite largely on the topic being taught as well as

the resources and time the educator has at their disposal;
● Co-creation: Creative and collaborative problem solving, which fosters a

sense of community and promotes safety and support;
● Autonomy: Students can have an impact on determining the objective of the

assessment. Instead of giving them educator-created objectives, the

students can outline their own learning goals and tasks, within the limits of
the programme/module learning goals and syllabus;

● Inclusive sca olding: Provide a clear assessment brief, allow for time to
discuss the task and develop ideas in class or online, and encourage peer

group discussion and feedback (Magne, 2020).

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