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Programme and Module Design

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It is important to consider questions of inclusion when designing teaching. Just as an architect considers accessibility when designing a building so as to avoid the need for future retrofitting solutions, course designers can consider accessibility when designing curricula so as to lessen the need for future reasonable accommodations.

Self-Evaluation & Module design checklist

Take time to complete a brief self-evaluation of your course design:

Guidelines for Inclusive Curriculum Design

Clarity and flexibility are central to inclusive curriculum design.

Clarity

It is important to know from the outset what is essential and non-negotiable in a module / programme of study and where flexibility can be introduced. To do this consider:

  • your learning outcomes,
  • skills, knowledge and competencies required,
  • professional fitness to practice standards where applicable.
  • Ensure students are clear on what will be expected within your module / programme.Offer clear, comprehensive information to students in advance.

Flexibility

Facilities

  • Consider library, IT and group work facilities when designing teaching and assessment.

For further details see Facilities

Timetabling

  • Publish timetables in good time
  • Clarify your attendance policy
  • Consider the time taken to get between venues when timetabling
  • Start and finish classes on time

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Last updated 22 September 2016 by Trinity Inclusive Curriculum (Email).