Inclusive Unit Design Management Plan
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Inclusive Unit Design Management Plan Indicative template This document is intended to help unit teams to develop or update inclusive design of their units, to delegate tasks across the team as appropriate, and to support the Continuous Monitoring and Improvement process. The questions in italic could form the basis for the agenda for a unit team planning meeting. The nominated unit leader could then develop and manage this plan and be given a workload allocation for doing this. The plan is divided into two sections, both of which could be reviewed annually as part of Continuous Monitoring and Improvement: key principles, and an action plan. Programme title Date produced Most recent update Units Design Curriculum Content Delivery methods Classroom activities Does the content of the unit reflect the diversity of the population in terms of examples used and topics covered? Might any of the content be deemed discriminatory? Are there any elements of the content which some students might find inaccessible due to their age, gender, ethnicity etc.? Are these inclusive? Might any students be unable to understand or engage for reasons of age, gender, disability, ethnicity, religion or sexuality? Are guidelines on inclusivity discussed and implemented by staff: Is staff development on inclusivity available and are staff encouraged and facilitated to access it? Do you follow appropriate Inclusive communication guidelines as outlined in the MMU documentation? Do you talk clearly, at a steady pace and avoid using jargon, sarcasm and inflection of voice? Do you write new terminology on a board when defining work or concepts? Might any students be unable to understand or engage for reasons of age, gender, disability, ethnicity, religion or sexuality? Do you ensure that all students can hear what is said- do you look at the class when you speak, ensure the loop system is working at all times, use a microphone in larger rooms and repeat student’s questions? Have you completed MMU’s Equality and Diversity Mandatory training? Are these inclusive? Might any students feel unable to participate for reasons of age, gender, disability, ethnicity, religion or sexuality? Are there a diverse range of classroom activities (lectures, group work, PowerPoint presentations, fieldwork, DVD presentation, interactive activities) to accommodate the Type of assessment, load and timing Supporting materials Is the VLE fully accessible? Have steps been taken to ensure all students can access technology? Are materials routinely provided in electronic format in advance of teaching sessions? Are there adequate facilities to meet the personal needs of all students? Is sufficient time provided within the timetable to allow students to access facilities? Access facilities to Do the assignment requirements make it difficult for any student to complete them due to age, gender, ethnicity, religion, disability or sexuality? Is the assessment loading achievable for all students? Does the timing of assessment (including examinations) take into consideration factors such as religious holidays or caring responsibilities? Is there a diverse variety of assessment types utilised including essays, journal/logs, audio and video presentation? Is assessment question wording clear and unambiguous? Is information on individual adjustments to assignments and assessments made easily available? Are there opportunities early on in the course for students to practice their chosen assessment method through formative assessment? Are assessment requirements published early on in order to allow disabled and international students to make special access arrangements? Are assignments deadlines well-spaced out and does teaching stop at least two weeks before hand in date? Is feedback clear, constructive and in formats that are accessible to all students? Are there any patterns evident with unit pass rates? Are certain groups less likely to pass the unit than others? Are supporting materials, including unit handbook, available in fully accessible formats? Are appropriate guidelines for accessibility provided for staff preparing materials? Are procedures in place to ensure material are provided in a timely way? Are resources supplied to students in two or more modalities? Are there alternatives to auditory resources such as written transcripts or subtitles utilised to accompany video or auditory clips? Are there alternatives to visual resources such as audio descriptions of all images, graphs, video or animations, physical objects and the use of ‘text-to-speech’ software? Is the use of digital resources common place? Have steps been taken to ensure all students have access to assistive technologies including Moodle? Are all resources clear and comprehensive in their format and presentation? Have physical and digital materials been selected early enough to give students the opportunity to adapt their format? Are their resources in place to aid students with the interpretation of grammar? Do you direct students to all assistive materials including library assistance? Technology used in teaching diverse nature of MMU’s student base? Do you ensure that all students are included within class activities? May any students feel unable to participate for reasons of age, gender, disability, ethnicity, religion or sexuality? Is an effort made during group work to initiate student interaction between all members of the class? Are there breaks in teaching sessions? Are there classroom activities that are designed to raise the profile of minority interest and inclusivity? Integrating other enhancement activities Opportunities for developing peer support via the observation and enhancing teaching practice scheme with this plan: Peer review of colleagues involved in unit planning activities Peer review of colleagues involved in unit delivery Opportunities for student partnership development with this plan: Review of student satisfaction data and comments relating to inclusive course design Discussion with course representatives about curriculum design and content. Useful links MMU Inclusive curriculum resources new link HEA Inclusive Curriculum Guidance (2011) : https://www.heacademy.ac.uk/resources/detail/inclusion/Disability/Inclusive_curriculum_design_in _higher_education Plymouth University (Pedrio) Inclusive Teaching and learning research (nd) https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity/inclusivity-research Inclusive Teaching checklist –link Document accessibility guidance http://www.celt.mmu.ac.uk/disability_guidelines/docs/Alternative_format_policy.pdf This action plan may be helpful in implementing the Inclusive unit design management plan Inclusive Unit Design Task checklist (delete/add as appropriate) Task What needs to be done Curriculum content Review whether the unit content reflects the diversity of the student population eg : case studies Review whether there Is there any unit content that may be discriminatory Delivery /Classroom activates Review whether the unit content is accessible for all student groups Are the unit team using inclusive teaching mechanisms within the delivery of the unit ( see inclusive teaching checklist) Are there any training or staff development needs for the unit team? Assessment Types / load/ timing Ensure all students can equally engage with the unit assessment? Consider whether disabled students will require any reasonable adjustments / alternative assessment and whether the adjustment should be implemented for all students Review whether all students easily access assessment information Supporting Materials Review the best timing of the assessment so to not discriminate against any student groups Review whether all teaching materials are available in advance and online Review whether all supporting materials eg: unit handbooks are appropriately laid out and accessible for all students (See document accessibility guidance) Technology Is the Unit VLE area accessible for all students? (See moodle guidance) Date Who is due responsible?
