Inclusive approaches in learning and teaching

Joanne Smailes, Pat Gannon-Leary

Research output: Contribution to journalArticlepeer-review


It is well documented that participation in higher education increased significantly during the 1990s. This has been accompanied by the diversification of the student population, posing exciting challenges and opening up new avenues for research in order to understand the learning experiences of international students, students with disabilities, mature students and first generation students. Northumbria University, wishing to develop a better understanding of the learning needs of diverse student groups through projects to identify and disseminate good practice, undertook a large-scale survey during 2003/4. Informed by a number of literature sources on the pedagogical needs of a diverse student group, respondents were asked to respond to 80 statements surrounding student learning. This article summarises the findings of the survey and suggests pedagogical approaches, identified as good practice, in addressing the needs of the differing student groups. Some recommendations, at first sight, appear only to relate to one specific student group, e.g. international students. However, it is suggested that the adoption of the recommended practices may be of benefit to all students
Original languageEnglish
Pages (from-to)37-47
JournalWidening Participation and Lifelong Learning
Issue number1
Publication statusPublished - 2007


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