Towards Inclusive Learning in Higher Education : Developing Curricula for Disabled Students

It is widely recognised that the provision of an inclusive education is critical to maintaining high standards of learning and teaching for all students in higher education - a fact that is backed up by recent introduction of legislation and best practice guidelines around the world.

This book is written for all practitioners in higher education today - many of whom may not have previous experience of working with disabled students, but now wish to develop a better understanding of the issues involved and of how they can improve their own practice.

Towards Inclusive Learning in Higher Education is a rich source of practical advice and resources. Experienced contributors share their own techniques, outlining innovative methods and activities that will help both individuals and institutions to improve their classroom practice and develop inclusive curricula.

The book explores the all the key areas in higher education today, including:

• the student's transition from FE to HE
• current barriers to inclusive education
• uses and requirements for information technology
• quality issues and benchmark descriptors
• examinations and assessment
• employability and work placements.

Mike Adams is Assistant Director of Delivery and Learning at the Disability Rights Commission. He was previously Director of the National Disability Team, UK, which provided consultancy services to higher education institutions in England and Northern Ireland. He has a wealth of experience in learning and teaching related issues, has produced a wide range of papers for conferences and has been published in refereed journals both in the UK and abroad.

Sally Brown is Professor of Higher Education Diversity and Pro-Vice-Chancellor at Leeds Metropolitan University with responsibility for assessment, learning and teaching. She is also a visiting Professor at the Robert Gordon University . She was for five years Director of Membership Services for the Institute for Learning and Teaching and has published widely on teaching, learning and particularly assessment.