Stephen Bostock 2006
Regarding students or potential students
a) of all ages and social backgrounds
b) of both sexes, and all sexual orientations
c) of different races, countries and cultures
d) with different learning styles
e) in various family, childcare and employment situations
f) and with a variety of impairments:
1. Is all the information needed to make an informed decision to apply for the programme available, accessible, and in a suitable form and language?
2. Does course induction emphasize an awareness and celebration of diversity, and create a supportive atmosphere for the full range of students?
3. Does induction for students with special needs or difficulties provide the information they need? Is it clear to them who they should talk to about their needs?
4. Is there a procedure to inform all relevant staff of the needs of students who have disclosed their impairments or particular difficulties?
5. Are all the teaching venues being used accessible and suitable to any students who have disclosed an impairment, including the provision of special equipment or aids?
6. When acquiring practical equipment or space are the needs of all the likely students taken into account?
7. Do arrangements for any placements, field trips or off-campus work take account of the needs of all students? Are alternatives available?
8. Are attendance, work schedules and deadlines as flexible as they could be to fit individual constraints and circumstances?
9. Are the contents of teaching materials appropriate for, and sensitive to, all student backgrounds? Do they represent human diversity positively?
10. Is the information provided to students available online, on paper and verbally in suitable formats and language for students with impairments? Is it available in advance for those who would benefit?
11. Do the colours, sizes and fonts of textual information provided to students, online, on paper and on screen, take account of visual impairments? Does online material comply with Web accessibility guidelines?
12. Are the teaching methods in large and small classes suitable for the needs of all the students?
13. Do the learning activities required of students accommodate those unable to perform, or uncomfortable with, those activities? Are alternatives possible?
14. Are assessments free of any constraints and assumptions that are unnecessary for testing the learning outcomes?
15. Are alternative assessments or deadlines possible for those requiring them?
16. Do module evaluation forms ask about diversity, inclusivity and special needs?
17. Is student performance monitored in relation to background such as gender, first language and race?
18. Where certain student types are identified as having particular problems, are these addressed?
19. In peer review of teaching, is inclusiveness one of the criteria for good teaching?
20. In reviews of modules and programmes is inclusiveness explicitly on the agenda?
1 Amongst the sources of ideas for this list was Teachability 2000
SHEFC