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Programme and Module Design

Index

 

Introduction

"The myth is that one can design inclusion / exclusion neutral and make the necessary changes ... Unfortunately, accessibility is not a layer of coat that needs to be applied at the end of a building project, but rather the iron that strengthens the concrete. As everybody knows, that iron needs to be there before the concrete, and cannot be inserted afterwards" (Steyaert, J., 2005, p.76).

 

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.

Photo of a building on campus with retrofitted ramp giving wheelchair users access through a long diversionFigure 1College sports centre - with sliding doors and accessibility features that can be used by allFigure 2

Figure 1shows retrofitting while figure 2 shows universal design in architecture. For more, see the analogy (Word, 41kb) between inclusive curriculum and universal design in architecture.

 

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

Aim for maximum possible flexibility within teaching, learning, and assessment. This will benefit all students.

For further details on clarity and flexibility see Principles of Inclusive Teaching

 

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 timeevaluation logo

 

Self-Evaluation

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

 

Module Design Checklist (Word, 399kb)

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Last updated 27 September 2012 by Trinity Inclusive Curriculum (Email).