Why engage in inclusive Programme design? The case for inclusive programme design is demonstrated by analogy to the use of universal design principles in architecture. Traditionally Architecture did not consider accessibility e.g. Front Square: Design included barriers e.g. stairs, heavy doors, narrow doorways This caused problems Those with mobility difficulties experience barriers using buildings Which were solved with a retro-fitted solution Ramps, use of alternative venues, use of alternative entries But this led to problems… - Individuals were singled out as different (e.g. using alternative venue), Cost of retrofitting, Some areas remain inaccessible (e.g. upper floors in Front Square). Universal Design minimises barriers e.g. new college buildings E.g. sliding doors, large elevators, gentle incline ramps and wide doorways And this benefits everyone - - Utilities, good and services delivery, - People carrying loads (e.g. shopping bags, luggage) or pushing prams, - Temporarily disabled people (e.g. broken leg), Traditionally Programme design did not consider inclusive principles (e.g. inaccessible resources, inflexible teaching /assessment methods) This caused problems Some students experience difficulties accessing teaching, and demonstrating learning Which were solved with a retro-fitted solution Reasonable accommodations and specialist support But this led to problems… - Individuals singled out as different (e.g. using alternative exam venues), - Cost of reasonable accommodations, - Not all issues can be rectified via reasonable accommodations Inclusive design minimises barriers Anticipates and acts to overcome potential barriers during design (flexible, accessible). And this benefits everyone - Non-traditional students (e.g. access, mature, international, disabled) A range of learning styles or preferences, Students with external responsibilities (e.g. children, job), Non-native English speakers, Part-time /In-service learners and others learning on non-traditional methods.