Section: Part 1 — Foundations | Inclusive Higher Education Toolkit - British Council - UEL/Tashkent | Accessible Academy

Section outline

This part sets out the shared thinking behind everything else in the toolkit: what inclusive education actually means in a higher education context, why it is treated as a matter of educational quality rather than charity, and exactly where a teacher's own responsibility begins and ends. Understanding this part well makes Parts 2, 3, and 4 far easier to apply, because the same handful of principles — anticipate diversity, build access in rather than bolt it on, ask rather than assume — repeat throughout the rest of the toolkit.
- Select activity 1. What Is Inclusive Education?
  
  1. What Is Inclusive Education? Page
- Select activity 2. What Is Universal Design for Learning?
  
  2. What Is Universal Design for Learning? Page
- Select activity 3. Why Inclusive Higher Education Matters Internationally
  
  3. Why Inclusive Higher Education Matters Internationally Page
- Select activity 4. Core Responsibilities of Higher Education Teachers
  
  4. Core Responsibilities of Higher Education Teachers Page
- Select activity 5. Institutional Support Teachers Need
  
  5. Institutional Support Teachers Need Page
- Select activity 6. Inclusive Teaching vs Individual Reasonable Adjustments
  
  6. Inclusive Teaching vs Individual Reasonable Adjustments Page