Inclusion by Design (IBD) brings together academics, students and student services colleagues who are interested in strengthening learning outcomes and social experiences of diverse learners.

This community of researchers and practitioners is keen to extend internal and external networks to promote ever greater inclusive practice through inclusive curriculum and learning space design.     

Aims, values and ways of working

Inclusion by Design is linked with the International Collaboratory for Leadership in Universally Designed Education with which it shares a clearly articulated set of . The values are are underpinned by the concept of  inclusive educational design and the research group participants believe that there is much to be learned from an interdisciplinary approach to how learning is advanced, being particularly mindful of learning requirements of learners who have been marginalised.

University students using tablets in the classroom

Our shared research and endeavours are further informed by the conceptual frameworks and strategies provided by Universal Design and Universal Design for Learning. Whilst not prescriptive in relation to particular research methodologies, we see particular merit in approaches that seek to better understand learner experiences and that encourage learner engagement in design processes. These may include for example, Design Based Research or Lesson Study. We are also keen to explore learner and teacher experiences with implementation of our .

IBD has an interactive Microsoft Teams Space that is a focal meeting space for colleagues who wish to keep abreast with latest developments in the fields of inclusive and Universal Design. The Group promotes Joint Practice Development, a strategy for collegiate and collaborative learning through:

  • Hosting of seminars to share research and practice
  • Facilitating peer supports for advancing individual and group learning and creating space to promote research writing through workshops and writing collaboratories
  • Disseminating relevant current opportunities and calls for research
  • Providing scope for members to influence policy and direction of IBD
  • Promoting learner voice by encouraging student membership of IBD
  • Sharing links to relevant presentations, publications and think pieces created by Group members

Research Group Lead, Dr Seán Bracken PFHEA 

Dr Seán Bracken; Lead for the Inclusion by Design Research Group, provides an insight into the group’s work and research activity.

 

 

 

Members

Group publications and presentations

Michelle Malamo and Dr Sarah Pittaway

Malomo, Michelle  and Pittaway, Sarah  (2021)  Insights: The UKSG Journal, 34 (1). p. 19. ISSN 2048-7754

Malomo, Michelle  and Pittaway, Sarah  (2019)  JISC Accessible Organisations: Supporting learning providers in creating inclusive teaching and learning experiences.

Conferences and workshops 

Pittaway, Sarah  and Malomo, Michelle  (2021)  In: Inclusion by design seminar, 15/01/2021, Online (国产视频). (Unpublished)

Malomo, Michelle  and Pittaway, Sarah  (2020)  In: UDL conference, 7-8 October 2020, Online (hosted by Kristianstad University). (Unpublished)

Pittaway, Sarah  and Malomo, Michelle  (2020)  In: UKSG webinar (in lieu of UKSG conference), 17 June 2020, Online. (Unpublished)

Malomo, Michelle  and Pittaway, Sarah  (2020)  In: Talis Insight Webinars 2020 (Europe), 29/04/20, Online. (Unpublished)

Pittaway, Sarah  and Malomo, Michelle (2019)  In: UKSG 42nd Annual Conference and Exhibition, 8th - 10th April 2019, Telford. (Unpublished)

Pittaway, Sarah  and Malomo, Michelle (2019)  In: UKSG 42nd Annual Conference and Exhibition, 8th - 10th April 2019, Telford. (Unpublished)

Dr Sarah Pittaway

Pittaway, S. (2019) ‘From information literacy to the learner journey: aligning academics and librarians through pedagogic research’,New Review of Academic Librarianship, 25(2-4), pp. 150-170. DOI:

Pittaway, S. (2019) ‘Staff-student partnerships, power and opportunities: reflections from the Change Agent Network Conference 2018’, Journal of Educational Innovation, Partnership and Change, 5(1), pp. 9-10

Pittaway, S. (2018) ‘Not just “the help": Library Services as professional colleagues’, ALISS Quarterly, 13(3), pp. 13-16

Pittaway, S. and Worsfold, L. (2017) ‘The Hive at Five: from design to delivery’, ALISS Quarterly, 13(1), pp. 8-10

Pittaway, S. (2016) ‘Engaging students, shaping services: the changing face of student engagement at The Hive’, Insights, 29(3), pp. 249-257. DOI:

Pittaway, S. (2016) ‘Students as partners in recruitment’, SCONUL Focus, 65, pp. 40-43

Downes, J. and Pittaway, S. (2015/16) ‘Making the vision a reality: the university-public library partnership at The Hive’, Taking Stock, 24(2), pp. 8-9

Dr Peter Gossman

Gossman, P., Powell, S. & Neame, C. (2017). Content, context and meta(cognition) SEDA Spring Teaching Learning and Assessment Conference 2017 The quest for teaching excellence and learning gain: issues, resolutions and possibilities, 11-12 May 2017, Manchester, UK.

Neame, C. & Gossman, P. (2015). Two birds with one stone: promoting staff and student development through scholarly engagement with the evaluation of new practice.  Inaugural European Conference on the Scholarship of Teaching and Learning, 8-9 May 2015, Cork, Ireland.

Horder, S. & Gossman, P. (2014). Epistemological Journeys: Discussion of an ‘ideal’ to promote inspiring teaching. Future Directions Conference, 2-3 April 2014. Aberystwyth, UK. (Discussion)

Horder, S. & Gossman, P. (2013). Embedding research into the curriculum. Higher Education Academy Social Science Conference, 23-24 May 2013, Liverpool, UK.

Hamilton, P., Gossman, P. & Southern, K. (2013). Reflecting on research in practice: developing innovative support structures for students undertaking small-scale research projects in work settings. Higher Education Academy Social Science Conference, 23-24 May 2013, Liverpool, UK. (A poster – which won second prize in the competition) "

Anastasia Kennett

Sewell, A., Kennett, A and South, H. (2020) ‘Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context’, Student Engagement in Higher Education Journal. 3(1), pp. 74-95

Sewell, A., Kennett, A., Williams, R. and South, H. (2020) ‘A phenomenological exploration of the lived experiences of Mature Students with mental health problems studying for an Undergraduate Higher Education degree.’ Submitted to: Educational Review

Sewell, A., Pugh, V. and Kennett, A. (2020) ‘Exploring the potential for Universal Design for Learning to be used by educational psychologists to promote inclusion.’ Submitted to: Educational Psychology in Practice.

Sewell, A., Kennett, A., South H. (2019) ‘Promoting student voice through application of a solution-focused approach; outcomes and discussions.’ Paper presented at the Teaching and Learning Conference, 国产视频.

Dr Laura Scurlock-Evans

Muse, K., Scurlock-Evans, L & Scott, H. (in press). “The most important question is not ‘how?’ but ‘why?’”: A multi-method exploration of a blended e-learning approach for teaching statistics within Undergraduate psychology. Psychology Teaching Review, Special Issue 27.1.

Scurlock-Evans, L., Carmine, F., Conn, L., McKenzie, L., Loxton, B., Haigney, D. & Scott, H. (2018). Qualitative methods and sight-impairment: developing a toolkit for inclusive teaching. In: Division of Academics, Researchers and Teachers in Psychology Inaugural Conference, 6th-7th June 2018, Birmingham City University. (Unpublished)

Lisa Mauro-Bracken

Mauro-Bracken, L. (2019) Cultivating Culture Change for Inclusive Practice:  Creating a Community of Learners. Poster Presentation AHEAD Conference Dublin

Simon Taylor

Taylor, S. (2017) Inclusion and the arts. In: Woolley, R. (ed) Understanding Inclusion: Core Concepts, policy, practice. London, Routledge

Victoria Pugh

Pugh, V. and Hughes, D. eds., 2021. Teaching Personal, Social, Health and Economic and Relationships,(sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum. Bloomsbury Publishing

Dr John Francis

De Martin Silva, Luciana. and Francis, John (2020) ""It Is Like A Little Journey”: Deaf International Futsal Players’ and Coaches' Experiences in Collaborative Blended Learning. International Sport Coaching Journal, Ahead of Print, 1-14. DOI: 10.1123/iscj.2019-0101. (Accepted: 23 May 2020; Published Online: 26th August 2020; Deposited: 29th June 2020)

Loo, Joanna Kyra., Francis, John and Bateman, Michael (2020) Athletes’ and Coaches’ Perspectives of Performance Analysis in Women’s Sports in Singapore. International Journal of Performance Analysis in Sport, 20(6), 960-981. DOI: 10.1080/24748668.2020.1820174 (Accepted: 3rd September 2020; Published Online: 9th September 2020; Deposited: 8th September 2020)

Francis, John (2019) Engaging Masters Students Through Blackboard Collaborate. In: 'TEL' Me More Showcase, 07/03/2019, 国产视频, UK. (Accepted: 7th March 2019; Date Deposited: 7th March 2019)

De Martin Silva, L. and Francis, John (2018) Deaf International Futsal Players’ Learning Experiences in Preparation for a Major Competition: a Longitudinal Study. In: UK Coaching Applied Coaching Research Conference 2019: Shaping the Future of Coaching, 19th February 2019, Derby County Football Club, Derby, UK. (Accepted: 5th November 2018; Date Deposited: 30th November 2018)

Francis, John and Jones, Gareth (2014) Elite Rugby Union Players Perceptions of Performance Analysis. International Journal of Performance Analysis in Sport, 14 (1). pp. 188-207. DOI: 10.1080/24748668.2014.11868714. (Accepted: 25th February 2014; Published Online: 3rd April 2017; Deposited: 17th August 2015)

Sethu Sundari

Inclusive Curriculum for Health Professionals - Ongoing

Dr Alexandra Sewell

Sewell, A., Kennett, A., Williams, R., & South, H. (2022). A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an Undergraduate Higher Education degree. Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. 

Sewell, A. (2022). ‘A lone voice in the wind’: the importance of listening to the testimonies of women during pregnancy, birth, and beyond. International Journal of Birth and Parent Education, 10 (3).

Sewell, A., Kennett, A., and Pugh, V. (2022). Universal Design for Learning as a theory of inclusive practice by educational psychologists. Educational Psychology in Practice, 39, 1-12.

Sewell, A. (2022). Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis. British Journal of Special Education, 49, 1-22.

Sewell, A. and Park, J. (2021) A three-factor model of educational practice considerations for teaching neurodiverse learners from a strengths-based perspective. Support for Learning, 36 (4).

Sewell, A. (2020) In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry-Based Learning by an early career lecturer. Journal of Perspectives in Applied Academic Practice, 8 (1), 85-93.

Sewell, A., Kennett, A and South, H. (2020) Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context. Student Engagement in Higher Education Journal, 3 (1), 74-95. 

Sewell, A. (2020) Utilising personal construct psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships. Pastoral Care in Education, 38 (2), 1-23. 

Sewell, A. (2019) An adaption of the Good Behaviour Game to promote social skill development at the whole class level. Educational Psychology in Practice, 36(1), 93-109.

Sewell, A. and Hulusi, H. (2016). Preventing radicalisation in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice, 32 (4), 343 – 354

Sewell A. (2016). A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32 (1), 1 – 12

Sewell A. and Ducksbury l. (2013). Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, I 96 – 104

Links with internal and external networks

Working collaboratively Inclusion by Design members will support one another in strengthening our knowledge, skills and research capacities through building and extending our communities of research practice. IBD further enhances its network and learns from colleagues in the following internal and external organisations:

  • The international Collaboratory for Leadership in Universally Designed Education ()
  • International Conference for Education Quality (ICEQ) University of Ibn Zohr, Morocco

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