Diversity

There is a clash between the increasing diversity within the incoming students and the fairly large homogeneity of lecturers.

Respect for Diversity and Sustainability

Advice:
  • Indicate that the content of the study material is the result of choices, tendencies and research.
  • If possible, show the diversity of society by looking for examples, images, applications or studies which reflect this diversity (gender, skin colour, socio-economic status, background, sexual orientation, physical and mental capabilities, religion, ideology, age, etc.). Try to encourage students to take diverse points of view through the study material.
  • Make the study material accessible in terms of language and cost price and avoid stereotypes and generalisations. For example, avoid students having to purchase a handbook of which only 20 percent of the content is used in the course unit.
Follow the TED Talk with English transcription here.
  • Print double-sided.
  • Keep your syllabuses concise.
  • Consider which additional information—such as examples, illustrations, documentation, etc.—has a clarifying and supporting role.
  • Avoid (empty) intermediate pages with subheadings. Students need a well-structured table of contents and a correct page reference.
  • If possible, you can establish links between the own daily life and other countries/people/cultures of the world.
  • Make sure that your study material is accessible to students with a disability. Therefore, deliver your study material in a digital version to the care coordinator as soon as possible. Students with a disability (e.g. visual impairment or reading problems) can use compensating software such as Sprint+. Therefore, always add clear 'alternative text' to the settings of photos and images in a digital syllabus. Screen readers read this text to indicate what can be seen in the picture
​Argumentation:
Diversity is about all possible differences in terms of gender, skin colour, social background, sexual orientation, physical and mental capabilities, religion, ideology, age, ethnicity, etc., that may exist between people who live together in society. Artevelde University College aims to become more accessible in all possible ways and to give the best possible opportunities to everyone, no matter how different. Also, Artevelde University College wants to make optimal use of this social diversity, based on the conviction that people from different backgrounds make an invaluable contribution to social life. Studying is also expensive. Many families have to make extra efforts to allow their children to continue their studies. We must therefore ensure that the cost price of the programme is not unnecessarily increased.
There is more diversity between students in terms of:
  • ​    socio-cultural and socio-economic background;
  •     prior education and prior knowledge;
  •     motivation and involvement in the programme;
  •     etc.
There is a need for more diversity in terms of:
  •     lecturers;
  •     study materials;
  •     prior education and prior knowledge;
  •     motivation and involvement in the programme;
  •     etc.

Universal Design for Learning​

Universal Design For Learning (UDL) helps teachers to design learning experiences. In addition, this model helps to make curriculums more accessible, more effective and more attractive for ALL students.
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The main principle of UDL is that a curriculum offers all sorts of opportunities that make it possible for students with different backgrounds in terms of:
•  socio-cultural background;
•  learning style;
•  capabilities;
•  limitations
to achieve the intended objectives using a diversity of learning materials.

The point is: what is good for these students is good for all students.
Is the dress blue with black or white with gold? Diversity lies not only with the object, but also with the way we deal with an object. This is the same for study material. Students work with course materials in various ways and acquire knowledge through various possibilities.
Artevelde University College studied the possibilities of Universal Design for Learning (UDL) and created a clear offer around this for schools. Be sure to read the guidelines for Universal Design for Learning.
The Ministry of Education in New Zealand has compiled a comprehensive guide on the use of Universal Design for Learning within inclusive education. In addition to clear examples, the site also contains numerous links, interviews and quick sheets to pay attention to UDL in your lessons.
The Office of Educational Development & Internationalisation at Artevelde University College created Guidelines for Design Blended Learning.
The real role of leadership is climate control, creating a climate of possibility. And if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.​
Sir Ken Robinson talks about diversity in students, pupils and learning materials. He connects the creative factor with education for everyone.

Background Information

Diverse lectoren… diverse studenten? Sluitstuk van een jaar nadenken met lectoren en organisaties over diversiteit in de lerarenopleidingen (2006). Working file commissioned by the Flemish Government, Department of Education and Training.

Hoste, W. & Stuyver, L. (2006). Checklist Diversiteit in cursusmateriaal/leermiddelen. Internal document. Artevelde University College Ghent: Ghent.

De Graeve, S., et. al. (2004). ICO: van eigenbelang naar actief wereldburgerschap, projectgroep ICO. Internal document. Artevelde University College Ghent: Ghent.
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More information about facilities for students with a disability at Artevelde University College: www.arteveldehs.be > medewerkers (inloggen) > diensten > studieadvies > instroom > studie en functiebeperking > gids or via http://www.siho.be, Support Inclusion Higher Education (SIHO).
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