Inclusive Education is teaching in ways that dismantle the dominant structures within higher education embedded in whiteness, able-bodied, elite and heteronormative culture.
Inclusive education at LSE is driven by the following values:
- We see every student
- We respect identity and individuality
- We are all members of our scholarly community
- We actively listen to all voices
- We create principled learning spaces for students and staff to grow and learn in partnership
An inclusive education at LSE is ambitious and innovative
Ambition and innovation are central to the scope of LSE’s commitment to inclusive education. Aligned to institutional strategy, the university seeks to make systemic cultural change to develop an education that is informed by research and responsive to societal change.
An inclusive education at LSE involves everyone
LSE’s commitment to inclusive education is based on a collaborative partnership and a collective vision between all members of the LSE community and is reflected in connected strategic priorities.
The Inclusive Education Action Plan (IEAP) is the School’s key strategic mechanism enabling School and its departments to deliver this change.
The IEAP identifies five areas of work to achieve this inclusive vision:
Academic Mentoring: building scholarly partnerships based on shared purpose and understanding.
Curriculum Enhancement (Diversifying and Decolonising): continuously developing a curriculum that centres, not others.
Inclusive Pedagogy: fostering pedagogic approaches that dismantle the dominant power structures that exist in higher education.
Developing Higher Education Identities: accepting identity and supporting growth
Anti-Racism: articulating an empowering anti-racist praxis for equity and justice in the classroom.
The IEAP will enable the School to unify and deliver on the attainment dimension of the Access and Participation Plan, the education strand of the Race Equity Framework and Theme A of Student Health and Wellbeing Framework, all of which are closely connected and interlinked.
About the team
Dr Akile Ahmet, Head of Inclusive Education
I am the head of inclusive education at the LSE and work across the School with departments on projects focussed on inclusive education such as decolonising and diversifying. I am currently leading the Anti-Racism and Ablism workshops in the Eden Centre which are focussed on building inclusive education into the structures of LSE.
I am the Academic Developer for Inclusive Education and I work across the LSE to implement the Inclusive Education Action Plan (IEAP). I am currently working on a project to understand ‘socio-economic background’ as a factor that impacts student experience at LSE. I am also co-leading workshops on ‘intersectionality’ in the Eden Centre which focus on how we can implement intersectionality across the school as well as more concretely in the classroom.
My current research project is looking at the connection between student mental health and non-continuation. According to LSE’s Access and Participation Plan (APP), the continuation rate of undergraduate students who have declared a mental health disability is consistently lower compared to those students with no known disability.
Much of the research that has been conducted on student mental health has understandably placed a large focus on university mental health services. While universities must ensure they are providing adequate and accessible resources and student services, as a team we acknowledge that mental health is related to a number of societal and environmental factors. Therefore, adopting a multifaceted approach that looks at how all aspects of university life can support and promote mental health and wellbeing is a crucial element of our work.
Kerry Vandersteen, Learning Technologist, Inclusive Education
My role is to support the implementation of the Inclusive Education Action Plan through projects, education and training which encourage the effective use of digital technologies for inclusive pedagogy and curriculum enhancement.
I am working on various initiatives but my main projects currently include developing a self-paced Atlas Moodle course on Digital Accessibility for teaching staff and training and supporting departments that are piloting Yuja Panorama (the new format converter and accessibility checker for Moodle).