By definition inclusive practice must be considered at the programme design stage. Inclusive practice becomes much more difficult if it is done ‘after the event’.
It is suggested that this occurs in two ways:
Teaching staff and programme administrators have access to Learning Support Plans and processes are in place to ensure that this occurs.
Programmes embed notions of inclusivity within their curriculum design.
ILTAF statement: The curriculum is designed and delivered in a manner that respects that everyone learns in different ways and that learning outcomes can be achieved in many ways.