Page 42 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

M. Leikomma · Inclusive Learning Design

lighten the workload, since the students will, most likely, be progressing more
e ciently and have fewer questions about the course content, structure, and

learning materials. The goal of inclusive learning design is to create a learning
environment where education is accessible to all learners, and where the diverse

needs of learners are recognised. By doing so, inclusive learning design ensures
that educators provide everyone with the opportunity for meaningful engagement

in the learning environment.

References

AHEAD. (2023). Universal design principles. AHEAD.

https://ahead.ie/ra_appendix_udprinciples
Brunton, J., Beatty, C., Pallaro, S. M. (2022). Lessons learned from the Accessibility &

Inclusion Project: A guide to working towards an accessible and inclusive online

learning experience. Dublin City University.
https://docs.google.com/document/d/1uUSEPMmDr8EiAATMfyAWQreY06D

vf1LrSsGIQ8Tx5cs/edit

Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of
research. Higher Education Academy.

https://www.plymouth.ac.uk/uploads/production/document/path/2/2735/I
nclusive_teaching_and_learning_in_HEsynthesis_.pdf

Magne, P. (2020). Inclusive assessment ...in relation to your role as an external
examiner [Presentation Slides]. University of Plymouth.

https://slideplayer.com/slide/17070084/

Sousa, D. A. & Tomlinson, C.A. (2011). Di erentiation and the brain: How
neuroscience supports the learner-friendly classroom. Solution Tree Press.

Snyder, R. F. (1999). Inclusion: A qualitative study of in-service general education

teachers’ attitudes and concerns. Education, 120(1), 173–180
Teräs, H. & Annala, H. (2021). Inclusive learning design [Presentation]. BUKA Project

seminar, 19th May.
Thomas, L. & May, H. (2010). Inclusive learning and teaching in higher education.

Higher Education Academy.

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