Inclusive Teaching in Higher Education: Challenges of Diversity in Learning Situations from the Lecturer Perspective

Rannveig Beito Svendby ()
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Rannveig Beito Svendby: Department of Pedagogy Campus Lillehammer, Faculty of Education, Inland Norway University of Applied Sciences, Postboks 400 Vestad, 2418 Elverum, Norway

Social Sciences, 2024, vol. 13, issue 3, 1-9

Abstract: This paper contributes to the dialogue around how to increase inclusion in higher education, taking the lecturer perspective as the point of departure. Theoretically, disability is understood as an interaction, which means that lecturers partake in the constitution of dis/ability in learning situations. Two qualitative interviews were conducted with an interdisciplinary lecturer employed in an institution of higher education in Norway. These data are used for this single case study to illustrate and reflect on the challenges of diversity in learning situations. Findings suggest that the lecturer struggles to encounter an increasingly diverse student population inclusively. Overall, her experiences unpack the outcome of a structural lack of prioritization to ensure accessibility for disabled students at an institutional level at the university where she is employed. This article emphasizes that the responsibility to ensure an inclusive teaching practice in higher education must be recognized and treated as an institutional obligation. To signal its priority, all institutions of higher education should make inclusive training obligatory for lecturers, as well as assigning hours to work on enhancing the development of inclusive skills in this group.

Keywords: higher education; disabilities; inclusive practice; inclusive education; lecturer perspective; disclosure; student diversity (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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