Good Practice on Inclusive Curricula in the Mathematical Sciences

Inclusive curriculum practice refers to “the process of developing, designing and refining programmes of study to minimise the barriers that students may face in accessing the curriculum” (Higher Education Academy [1]). In addition to reacting to the needs of individual students through reasonable adjustments, potential barriers should be anticipated and resolved in a proactive manner. Both aspects are part of the legal requirement [2]. A focus on the core requirements of the course allows potential barriers to be identified, so that course delivery can be redesigned to remove or reduce those barriers.