Inclusive teaching in LD

The authors argue that universities must employ inclusive pedagogies to support diverse students, which inevitably impacts LD practice. Strategies for empowering neurodivergent students are discussed, along with legislation changes and the evolution of LD practices to support diversity in HE.

The article proposes a pedagogy of race-consciousnesses (PRC) to improve the critical thinking skills of undergraduate students in HE. PRC encourages students to engage with diverse perspectives, fostering critical thinking. Initially developed in LD, PRC aims to spark conversations about race that are often absent in LD theory and practice.

The chapter explores how Learning Developers have responded to inclusion challenges with practical solutions, addressing power relations in HE. The authors examine how Learning Developers understand and address EDI challenges, focusing on LD voices and actions to support equitable practice within HE institutions.

The author argues that concerns about retention and attrition in a mass, marketised HE system focus on meeting learner needs, which is unrealistic due to the diversity of responses. Instead, a more inclusive approach should consider activities, interaction patterns, and communication in relation to HE pedagogical cultures. This approach aims to identify positive and functional values and assumptions, while addressing barriers to learning and accessing new disciplinary worlds.

Universal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. This open-access guide illuminates different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in Higher Education.