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Applied Inclusive Practice

This resource has been curated by a range of stakeholders from across both academic and professional services teams to provide you with guidance and information on how we can think about inclusive and accessible teaching, learning and assessment and the kind of support we offer our students from all backgrounds. 

This resource is maintained by the Academic Development & Diversity Team on behalf of our stakeholders. If you’d like to become a stakeholder and contribute to this resource, have a suggestion for content or just want to offer feedback, click the feedback button and let us know! Feedback

The delivery of a programme of learning can unintentionally present a range of barriers to learning or assessment that affect some students more than others and can result in students being unfairly disadvantaged.

Inclusive Practice aims to minimise or remove these barriers and support the success of all students whilst ensuring that academic standards are not compromised. An inclusive environment for learning anticipates the varied needs of learners and aims to ensure that all students have equal access to educational opportunities through inclusive design.

Our Inclusive Practice Community has drawn together a range of guidance, information and resources, both within the university and external institutions, to make the curriculum, teaching and learning practice, and assessment more inclusive and accessible.

  1. Equality, Diversity and Inclusion (EDI) at Sheffield Hallam University
  2. Principles of Inclusive Learning Practice
  3. Applied Inclusive Practice – guidance, information and resources to support 
  4. Inclusive Assessment and Feedback – guidance, information and resources to support the assessment and feedback journey 
  5. Events and activities 
  6. Work Placements
  7. Contacts

Equality, Diversity and Inclusion (EDI)

Sheffield Hallam University is committed to advancing equality of opportunity, experience and outcome, ensuring that students and staff realise their full potential. This is reflected through the University’s values of inclusion and supportiveness, with equality, diversity and inclusion acting as key enablers to the University Strategy. Read more on our Equality, Diversity and Inclusion webpage.  

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Principles of Inclusive Learning Practice

Our 5 broad inclusive learning principles which can be applied to all areas of curriculum design and delivery. Currently under review – March 2021 

Applied Inclusive Practice

A range of applied inclusive practice that provides you with guidance and support to deliver an inclusive curriculum for your students.

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Creating accessible content

Inclusive and Accessible Learning Materials – guidance for use when creating digital and paper-based learning materials in order to ensure they are as accessible to a broad range of students, staff and visitors as possible – May 2020.

Inclusive Essentials: Presentation: PowerPoint – delivered by Neil Mayne, Academic Development & Diversity, this session explored the approaches and techniques you can employ to maximise the impact of your materials. 

Inclusive and Accessible Presentations guidance to ensure any slides used to support your session are inclusive and accessible.

Adjustments to presentations for disabled students – May 2020.

Delivering presentations online – recordings and resources to support and develop digital skills.

Inclusive Essentials: Presentation: Word – delivered by Neil Mayne, Academic Development & Diversity, this session explored the approaches and techniques you can employ to maximise the impact of your materials. 

Inclusive and engaging practices: webinars and meetings – delivered by Neil Mayne, Academic Development & Diversity, the session focused on practical Zoom and Collaborate essentials by managing group activities, using protocols and modelling online interaction.

Accessible formats – who might need them and what they are – Disabled Student Support Team.

Accessible reading lists online – how you can create accessible reading lists online and locate reading lists online for your modules.

Academic Development and Events page – for details of upcoming Inclusive Essentials workshops.

If you want to brand your materials including the use the SHU logo, visit the communications and marketing toolkitbrand, copy and content section.  


Digital Capability, Skills and Support overview page – colleagues from various digital teams can support your teaching delivery and your personal professional development. Includes tools and resources to guide and support delivery. 

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Assessment and Feedback

Assessment and Feedback Journey overview page – for guidance and resources on assessment and feedback.

Accessible Assessment resources – for guidance on accessible assessment pedagogy. 

Course principles and delivery

Support for course and module design and delivery overview page – for up to date guidance for 2021/22 and past resources from 2020/21. 

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Course design

Assessment and Feedback Journey overview page – for course design with assessment in mind.


  • Digital Capability, Skills and Support  overview page – colleagues from various digital teams can support your teaching and you can read more on our page where you’ll also find a range of tools and resources to guide and support delivery.
  • Blackboard guides and information to help you navigate and understand how we use Blackboard to deliver inclusive and accessible course and module content. 

Degree Awarding Gap

  • Degree Awarding Gap website – designed to help you understand more about the Degree Awarding Gap, between white and Black, Asian and Minority Ethnic (BAME students), the causes of the gap, and what can be done to reduce and then eradicate the gap. 
  • Race Equity Activity Library. – useful resources to support delivery. 

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Disabled Student Support

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Group Work

Inclusive Group Work – events and activities: past resources section.

Inclusive language

Developed by HROD, the A-Z of inclusive language – provides inclusive language and terms that may be used when talking about Equality, Diversity and Inclusion. There are different definitions and variations of language, for the avoidance of doubt and for clarity, we have agreed the following definitions from Stonewall, academic sources and AdvanceHE. 

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International Students


Mature students

Mature Students – a range of external resources. 

Reading Lists Online

Creating an inclusive reading list through the RLO that you create for your course/module, including:

Supporting our students

Academic Essentials

Supporting our students overview page – for guidance on how we support our students.

Teaching Delivery

Student Engagement – guidance to support the move to blended learning and to keep our students engaged with you and their peers.

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Work Placements

In January 2019 the University’s Leadership Team agreed a university wide step change approach to address and improve Highly Skilled Employment for all our students. Our new and evolving model consists of four crucial components and one of these is work experience.  You can also visit the Disabled Student Support Team’s guidance on placements


The university has a wide range of colleagues and network groups that support inclusive practice and support for both staff and students. Visit the Equality, Diversity and Inclusion webpage for further details. 

External Resources

  • Open University’s resources tips and methods for ensuring accessibility – are your resources, content and delivery methods accessible to all? 
  • Global Accessibility Awareness’ Day website – are your websites accessible?   
  • A collection of resources and guidance on making content inclusive – top 10 hints and tips from Learn Higher. 
  • Ensuring your webinars are inclusive – NADP guidance. 
  • How clear are your communications and those of your students? Seven steps to clear and effective communication Written communications are notoriously liable for misinterpretation. In the current social media age, it is well understood that cyber-bullying takes place in many arenas. There is bound to be a much greater volume of written communications and using clear, plain communication will be vital to ensure all your students understand you and what they have to do. Equally important is to convey this same message to your students in order to prevent their online discussions from escalating and that everyone respects each other’s written efforts.
  • Please do a bad job of putting your courses onlineRebecca Barrett-Fox: “For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn……..”
  • Being scholarly at a time of crisis could this be your superpower – Natasha Taylor: “It has been an extraordinary week for all of us and the last thing any of us want to hear is ‘you should be doing more’. But as I look around me and see my friends, colleagues and people I’ve never even met struggle to cope, I have been reflecting on what it means to be a scholarly teacher in a time of crisis……”
  • Managing research risks riding the wave of #phdpandemic -Pat Thomson: discusses some of the difficulties and potential solutions for those involved in taking their PhD – what are the risks in this current and unplanned for environment?
  • Fast e-learning switch‘-This is a series of ‘home-made’ short videos to help academics with this sudden change to online learning by Virna Rossi, an educational developer based in London, UK. 

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Last updated: 17th June 2021 NB