Earlier this summer, the University of Salford’s Group Subject Head of Accounting, Fleur Middlebrough, had the opportunity to present collaborative research with Dr Fateha Shaheen at the AHFE (Applied Human Factors and Ergonomics) International Conference in Istanbul.
The conference brought together academics and practitioners from around the world to explore innovative approaches to improving learning, work and human-centred systems.
About Fleur and Fateha’s research
Their presentation explored how universities can create more inclusive assessment practices for students with special educational needs (SEN), while maintaining academic standards.
The research examined existing models of inclusive assessment, the challenges institutions face in implementing them, and the policy and pedagogical factors that can support more accessible learning environments for students with additional needs.
On this work, Fleur commented: “As someone who teaches within higher education, this is an area I am particularly passionate about. Assessment is a significant part of the student experience, yet traditional approaches can unintentionally create barriers for some learners.
“Our research highlighted approaches such as Universal Design for Learning (UDL), choice-based assessment and technology-enabled assessment models that can help create more equitable opportunities for students to demonstrate their knowledge and skills.
On the conference, Fleur continued: “Presenting at the conference provided valuable opportunities to discuss these ideas with an international audience. Many attendees recognised similar challenges within their own institutions, particularly around balancing academic rigour with accessibility and ensuring that inclusive policies result in meaningful changes to practice. These conversations reinforced the importance of viewing inclusive assessment as a whole-institution approach, rather than a series of individual adjustments.”
The key takeaways
Creating genuinely inclusive learning environments requires commitment from policymakers, institutional leaders, academics, professional services staff and students themselves.
Sustainable change depends not only on having the right policies in place, but also on developing a shared understanding of inclusion and a collective commitment to removing barriers to learning.