Accessibility statement

Inclusive Learning and Teaching

The University is committed to ensuring that all students are empowered to achieve their best and that no student is disadvantaged or treated less favourably because of their individual protected characteristic. This commitment is reflected in our recent Inclusive Learning, Teaching and Assessment (ILTA) Policy Statement, as approved by Council, and the University Equality, Diversity and Inclusion (EDI) Strategy. 

In addition, the announcement of changes to Disabled Students Allowances has led to a rebalancing of responsibility under the Equality Act; namely that we should ensure that we are proactive in our approach to supporting and including students with protected characteristics in our everyday learning and teaching practices wherever possible, rather than making individualised reasonable adjustments. 

In order to realise the objectives within the University E,D&I Strategy, the ILTA policy statement, and to enhance the York Pedagogy, the Inclusive Learning, Teaching and Assessment project aims to implement a set of practical resources to embed inclusive practice(s) within our learning and teaching environment,  to ensure all our students gain the most they can from their education at the University of York.  

Project objectives

Overall project objectives for the period 2018-2020:

  1. Establish an Inclusivity Strategy Group -  to champion the implementation of inclusive practice in learning, teaching and assessment. The ISG will report directly to UTC and the Pro-Vice Chancellor for Teaching, Learning and Students.
  2. Develop communications and engagement plan to engage with staff / students, academic and professional services departments. 
  3. Audit, review and evaluate the University’s current practices to identify best practice in academic departments.
  4. To gather, review and formalise existing departmental good practice to begin the process of developing resources and standards. 
  5. To create a network of pathfinder academic departments.
  6. Redraft the baseline standards based on feedback from staff and students.
  7. Develop a suite of resources, case studies, practical tools and online resources to support academic and professional services staff.
  8. Develop a set of tools corresponding to baseline standards in collaboration with 4 pathfinder departments across all 3 faculties (the pathfinder departments have been identified and have agreed to be involved in a pilot exercise). The baseline standards represent an overview statement for an area of inclusive practice which will practically manifest, and be measurable, in a number of ways.