Our approach to inclusive education

What are our inclusive education expected standards?

We believe the way we teach at the University of Sheffield should be inclusive for all students, no matter their background or circumstances. We’re committed to identifying and overcoming barriers our students may face.

Our inclusive education expected standards provide a baseline for all schools and staff responsible for teaching students. Using these expected standards as our shared foundation ensures we recognise, and anticipate, the diversity of our learners’ requirements.

Providing a consistent student experience for all

We believe all students benefit from inclusive teaching practices. When students have clear expectations for how teaching will be delivered across their degree programmes, this provides the best learning environment for all.

Embedding accessibility through design

Creating a more accessible, inclusive and supportive environment as standard across our schools enables all students to fulfil their learning potential. 

Taking a proactive approach towards inclusive practice

Our inclusive education expected standards adopt common adjustments from the Learning Support Plans that we produce to support disabled students. When these adjustments are embedded into standard practice, all students benefit, without some students having to request them.

How these expected standards work in practice

All students at the University of Sheffield will benefit from the following inclusive practices:

• Students will be told how to find key information about their programme and modules at the start of each academic year, and how to access academic and pastoral support with their school.
• Students will be provided with information about their modules and teaching in advance. This will include details like the format of teaching sessions and how they will be expected to participate.
• Students will be provided with their course materials in a digitally accessible format at least 24 hours before the relevant teaching sessions take place. Course material includes (but is not limited to) lecture slides and notes, any tutorial sheets instructions for lab-based or practical activities, past exam papers and assessment examples.
• Students will be able to easily find information about how their modules are going to be assessed before their module begins. This will include submission deadlines, marking criteria, and when students can expect feedback and what format that feedback will take.
• Staff should ensure that assessment deadlines within a student programme are spread out as much as possible so that students can plan their time accordingly.
• All modules must provide a reading list with all recommended reading included. If there is no set reading list for a module this will be clearly communicated.

If you study with us and have any thoughts or concerns about how well you’re being supported in relation to these expected standards, you should contact your school’s Student Experience team. There may be rare exceptions in practice that your school should make you aware of.  

Find out more about our approach to inclusive education

Visit the Disability and Dyslexia Support Service pages to find out more about the support available to disabled students at the University and how to access this. 

Colleagues who teach and support learning can visit the Inclusive education practices page (Staff University login required) to find out more about embedding these expected standards into your practice.