Inclusive practices in academia and beyond

This chapter explores a set of principles that underpin ensuring that thelearning needs of all students are addressed in next generation learningspaces. With increasingly diverse higher education environments andpopulations, higher education needs to move from seeing student diversityas problematic and deficit-based, to welcoming, celebrating and recognis-ing diversity for the contributions it makes to enhancing the experienceand learning outcomes for all students. The principles of UniversalDesign for Learning (CAST, 2011) provide a framework for high-quality university teaching and learning, as well as guidance on the multi-ple methods and means by which all students can be engaged and learn inways that best suit their individual styles and needs. An inclusiveapproach is important pedagogically and applies to both the physical andvirtual environments and spaces inhabited by students. When the designof physical environments does not incorporate universal design principles,the result is that some students can be locked out of participating in cam-pus or university life or, for some, the energy required to participate canbe substantial. With the digital education frontier expanding at an expo-nential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevantresearch and the combined experience of the authors to explore anapproach to inclusive practices in higher education next generation learn-ing spaces and beyond.