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Inclusion by design: Embedding inclusive teaching practice into design and preparation of laboratory classes
1Reading School of Pharmacy, University of Reading, PO Box 226, Whiteknights, Reading RG6 6AP, UK.
Currents in Pharmacy Teaching & Learning
|December 15, 2019
Summary
Higher education providers must create inclusive lab environments for disabled students. Embedding accessibility into laboratory design proactively benefits all learners and fosters an inclusive teaching culture.
Area of Science:
- Higher Education
- Inclusive Pedagogy
- Laboratory Science Education
Background:
- Higher education institutions are mandated to provide inclusive learning environments and individual accommodations.
- Laboratory practical teaching often presents significant barriers for students with disabilities, falling short of general university accessibility standards.
- Proactive, embedded adjustments in laboratory class design are crucial for maximizing inclusivity and accessibility.
Purpose of the Study:
- To identify and analyze challenges, difficulties, and barriers faced by students with disabilities in laboratory classes.
- To review and synthesize evidence-based inclusive practices in science and medicine laboratories.
- To develop recommendations for embedding inclusive practices into the design and preparation of laboratory classes.
Main Methods:
- A comprehensive literature review was conducted to identify and analyze barriers for disabled students in lab classes.
- Evidence of inclusive practices from various sources, including specific pharmacy schools, was retrieved, critically appraised, and summarized.
- Recommendations were developed focusing on accessible printed materials, video files, and color usage, alongside pedagogic techniques and assistive technologies.
Main Results:
- General accessibility guides and examples of good inclusive teaching practices have been developed for laboratory staff.
- The study identified specific areas for improvement, including accessibility of printed materials, video content, and color choices in lab settings.
- The effectiveness of various pedagogic techniques and assistive technologies for inclusive teaching was discussed.
Conclusions:
- An "inclusive-by-design" approach, rather than "inclusive-on-request," is recommended for laboratory teaching.
- Implementing inclusive-by-design benefits both students and teaching staff by establishing a sustainable inclusive culture.
- Proactive integration of accessibility into the initial design phase of laboratory classes is key to effective inclusion.
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