ABSTRACT
This chapter focuses on three elements: teacher self-awareness, competence and confidence about inclusive teaching; inclusive curriculum and teaching approaches; and university-wide organisational initiatives. The worldwide trend in government policies to promote wider participation in university study has increased the diversity of student populations and given rise to renewed considerations of inclusive university teaching, which has both moral and legal dimensions for universities. The important issue is for all university teachers to be aware of the values and attitudes, hopes, expectations and even stereotypes that they bring to the teaching and learning context. The chapter explores how to plan, design and deliver learning experiences that embrace diversity and engage all students in successful learning. The Flying Start program was designed to address discontinuities in teaching and learning styles between the independent autonomous learning style of higher education and the highly prescriptive, bite-size, competency-based, vocational curriculum with high class contact time.
