Accessibility statement

About Inclusive-Learning @ York



Inclusive-Learning@ York (formerly the Inclusive Learning, Teaching and Assessment (ILTA) project) was established to realise the objectives within the University’s Equality, Diversity and Inclusion Strategy and the ILTA Policy Statement. It aims to provide support and guidance to staff on inclusive pedagogies and inclusive curricula, ensuring all our students gain the most they can from their education at the University of York.  

As an Access and Participation Plan funded project it will benefit all students, but will particularly support the engagement, continuation and attainment of under-represented groups.

The Inclusive-Learning@York Strategy Group has been established to champion the implementation of inclusive practice in learning, teaching and assessment and oversees the work of Inclusive-Learning@York. The Strategy Group is chaired by Dr Steve King (Associate Dean, Teaching, Learning and Students, Faculty of Sciences), and reports directly to the University Teaching Committee and the Pro-Vice Chancellor for Teaching, Learning and Students.

The Inclusive-Learning@York Special Interest Group brings together staff and students/student unions with an interest in inclusive learning, teaching and assessment and meets regularly to discuss and share good practice. 

Thematic Areas

Thematic Areas

Inclusive-learning @York covers 5 thematic areas:

Inclusive Curriculum; Inclusive Learning and Teaching Approaches; Accessibility of Learning, Teaching and Assessment; Academic Communities of Staff and Students; Co-construction, Students as Partners and Student Voice. 

More details about each area is below.

Meet the Team

Who is the Inclusive-Learning@York team?

Jess Penn (she/her): Interim Inclusive Learning Manager

I joined the Inclusive Learning team in April 2020. Areas of work I have led include the Decolonising and Diversifying the Curriculum Project, and I co-lead the Departmental Community Coordinator Project.

Get in touch: 

Dr Tamlyn Ryan (she/her): Inclusive Learning Advisor

I joined the team in August 2021 from the Learning Enhancement team which I joined in 2012. Currently, I lead on the Award Gap Research Project, and work with Access and Outreach on the Academic Assignment component of their YorJourney programme. I work with Student Support on the Mature Student Retention project and the Step Ahead Induction event. I also continue to work with the Learning Enhancement team as a Study Coach.

Get in touch:; 

Nick Glover (he/him): Inclusive Learning Adviser

I joined the Inclusive Learning Team from the University of York Students’ Union (YUSU) in May 2022. Having previously led on the Department Community Coordinator (DCC) work from the YUSU side, I have continued to support the development of the project as we move towards a new phase in 2022-23, focused on student-led induction. A key area of work I’m hoping to develop further is the embedding and embodying of inclusive practice through student-staff partnerships.

Get in touch: 

Katie Smith (she/her): Academic Skills Tutor- Peer Assisted Learning (Inclusive-Learning)

I joined the team in June 2021. My role involves collaborating with departments that wish to run Peer Assisted Learning (PAL) schemes in their departments. I offer consultations, training and support for each department across the university, as well as working on improving PAL and putting together data for analysis and evaluation. I also work on other projects within the team, for example, supporting both the Departmental Community Coordinator and INcDCC Project, the ICC Project and the Award Gap Research Project.

Get in touch: 

Alice Rawson (she/her): Research and Communications Placement Student (Inclusive-Learning)

I am currently undertaking a placement year with Inclusive-Learning and have been with the team since September 2021. Within my role I have been working to improve the visibility of the team within the University alongside supporting a range of projects within the team, including the development of resources for the Inclusive-Learning toolkit and the organisation of staff-student discussion events throughout the academic year. 

Get in touch: 

Rachel Barnes (she/her): Research and Communications Placement Student (Inclusive-Learning)

I am currently on a placement year with Inclusive-Learning, I started in my role during September of 2021, and my role will finish mid September of 2022. Within my role I focus on expanding our outreach across the university, raising the profile of Inclusive-Learning so that we can carry out the work we do more effectively. In particular, I try to focus on getting students and staff involved in conversations together. One part of this is creating student-facing resources and tools to support inclusive practice and get more student involvement in Inclusive-Learning. 

Get in touch: 

Thematic area 1 - Inclusive Curriculum

This includes: 

  • programme, module and assessment design
  • the design and development of inclusive curriculum content including diverse theories, authors and case study examples
  • reference to critical perspectives, unconscious bias, and the role of the teacher in developing an inclusive learning environment.

Thematic area 2 - Inclusive Learning and Teaching Approaches

This includes:

  • contact events, practical sessions, placements, fieldwork and online activities
  • the use of learning technologies in contact events and online learning
  • the role of the teacher in enabling and facilitating diverse discussions and critical perspectives.

Thematic area 3 - Accessibility of Learning, Teaching and Assessment

This includes: 

  • the accessibility of teaching, learning and assessment events, spaces and materials
  • accessibility for all students, with particular reference to disabled students, students with English as an additional language, mature students, carers, and students studying at a distance
  • references to other audits and checklists, to ensure a consistent approach to accessibility of online resources and teaching materials.


Thematic area 4 - Academic Communities of Staff and Students

This includes:

  • teaching and learning support provided by the programme team, the department, professional services staff and student unions 
  • the clarity of information and signposting to the services available for students
  • the way that academic and digital skills are embedded within teaching and learning
  • transitions into HE, and between stages in HE (including transition from UG to PG study) 

Thematic area 5 - Co-construction, Student Partners and Student Voice

This includes: 

  • the extent to which students are involved as partners in programme and assessment design, curriculum content, and module and programme evaluation
  • the mechanisms in place to consult with and involve a diverse range of students in evaluation and planning.