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Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students

Brown, Sally; Adams, Mike (eds.)

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ISBN 10: 0415365295 / ISBN 13: 9780415365291
Verlag: Routledge, Oxfordshire, 2006
Gebraucht Zustand: Good paperback
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Edges and leading corners rather worn, with a small tear on back leading edge at top. Lower leading corner on front creased. Some further minor creasing and staining on front cover. Page block a little scuffed and grubby. Pencilled marginalia throughout book but no text obscured and otherwise the pages are clear and tight with bright text. TS. Buchnummer des Verkäufers 251477

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Bibliografische Details

Titel: Towards Inclusive Learning in Higher ...

Verlag: Routledge, Oxfordshire

Erscheinungsdatum: 2006

Einband: paperback


Art des Buches: Used

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It is widely recognised that the provision of an inclusive education is critical to maintaining high standards of learning and teaching for all students in higher education - a fact that is backed up by recent introduction of legislation and best practice guidelines around the world.

This book is written for all practitioners in higher education today - many of whom may not have previous experience of working with disabled students, but now wish to develop a better understanding of the issues involved and of how they can improve their own practice.

Towards Inclusive Learning in Higher Education is a rich source of practical advice and resources. Experienced contributors share their own techniques, outlining innovative methods and activities that will help both individuals and institutions to improve their classroom practice and develop inclusive curricula.

The book explores the all the key areas in higher education today, including:

  • the student's transition from FE to HE
  • current barriers to inclusive education
  • uses and requirements for information technology
  • quality issues and benchmark descriptors
  • examinations and assessment
  • employability and work placements.


'This excellent and urgently needed book celebrates existing achievements and challenges impairment-led thinking and outmoded learning and teaching practices, setting out a clear framework for change. The editors state that the initial aim of the book was to "stimulate discussion" and leave "an indelible legacy for the academic community". They have achieved this admirably. The range and quality of the contributions, and the clarity of the arguments put forward, represent a real challenge to complacency for all those working in higher education.' - Higher Education Review

'This hugely commendable and generally well-edited book of purely British practice consists of an editorial Introduction and fifteen essay-style chapters, and concludes with a 21-point 'manifesto for mainstreaming inclusive practice''. - British Journal of Educational Technology

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