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No student should be left behind in the pursuit of education. Durham’s principles emphasize accessibility and inclusivity in all programs, ensuring that students from all backgrounds, identities, and abilities can fully participate and thrive. This commitment extends to every aspect of the educational journey, fostering a community where diversity is celebrated, and every voice is valued.

Inclusive learning design principles

ID1: Modules will be designed to meet the principles of Universal Design for Learning, focusing on engaging learners and providing alternative materials and activities to meet learning outcomes where possible.

ID2: Learning should be explicitly scaffolded with materials provided in advance of taught classes and learning supported through guided tasks outside of taught sessions as appropriate to the topic and level of study.

ID3: Learning materials and activities should be designed to ensure that they are accessible to students with disabilities and additional needs, or reasonable adjustments made to provide alternatives.

ID4: Learning materials and activities will be designed to ensure that they are inclusive and representative of a diverse student body.


Inclusive learning design resources

View guidance and case studies

Inclusive learning design evidence

This is an appendix to the Principles for Learning, Teaching and Assessment that were approved by University Senate in 2023. References can be found here: Principles for Learning, Teaching and Assessment References

Inclusive practice in the Learning and Teaching Handbook

3.12 Inclusive Curriculum Design and Development (internal only)

7.4 Inclusive Learning, Teaching and Assessment (internal only)