All students benefit from an inclusive learning environment where all aspects of an individuals’ identity, experience and background are acknowledged in the ways they are taught and their needs supported from “application to alumni.”
Our commitment to inclusivity means that we recognise and value our diverse student body. It also means we take measures to improve the success of specific groups, where research has shown that the route to educational success is less straightforward.
LCC staff continue to strive to ensure inclusive practice is at the heart of the student journey and anticipate the diversity of the student body at all stages of the learning journey by:
- Effective teaching and learning and post session support.
- Early identification and clear communication about students’ support needs with consistent and effective personal tutoring.
- Anticipation of reasonable adjustments through reviewing student profiles on dashboards.ac.uk.
- Diversifying the curriculum: exploring who is included and excluded from the curricula and reading list.
- Inclusive assessment and feedback which provides flexible ways for students to demonstrate their knowledge.
- Academic study skills and pastoral support embedded throughout the course.
- Locating and encouraging placements for all students.
Inclusive learning and support for staff with the continual process of reflection and engagement with what inclusivity means for their subject, school or faculty and their students.
Attainment inequalities persist for certain groups of students across the Higher Education sector. UAL is committed to addressing these inequalities.
Read more about this area on the UAL AEM and Attainment webpages.
LCC’s contact for Inclusive Attainment is Terry Finnigan, Associate Dean of Progression, Attainment and Support firstname.lastname@example.org
UAL works closely with Shades of Noir, an independent program that supports: Curriculum design; Pedagogies of social justice through representation; Cultural currency; and Accessible knowledge.