Video - Inclusive Education – Support in Higher Education

Watch the video Inclusive Education - Support in Higher Education, in which you will learn about an example of how a HEI implements activities to ensure inclusivity and organises support for students with disabilities.

IMPORTANT: This activity is mandatory!

Transcript

When we discuss inclusion, we refer to the right of every student to receive an education that honours and values diversity. In higher education, inclusion is not about "adjusting for special needs" but rather about designing systems that incorporate everyone from the outset. It involves acknowledging differences in abilities, experiences, language, status, and emotional capacities. In this video lesson, we explore what inclusive education entails, its scope, and how it can be practically implemented, particularly in digital and hybrid learning environments.

What does inclusive education encompass? 

Inclusion extends beyond physical access to the classroom. It ensures that all students, regardless of their health, language, culture, work, gender, or family commitments, have genuine opportunities to engage in education. Inclusion covers physical conditions, digital accessibility, clear and straightforward language, and appreciation of diverse ways of expressing knowledge. It also involves emotional safety, as a student who does not feel welcome cannot learn to their full potential. True inclusion prompts the question: "Who might feel uncomfortable with this, and how can we change it?"The first level of inclusion involves technical adaptations, such as ramps, subtitles, and accessible formats. The second level is pedagogical and involves structured tasks, flexible forms of expression, and clear instructions. The third and most crucial level is fostering an inclusive climate. This means that every student feels welcome, recognised, and safe. Inclusion is achieved when students know they can ask questions, seek help, or submit assignments in different formats without facing negative consequences.

In the digital settings, inclusion requires additional planning. Relying solely on videos without subtitles excludes students with hearing impairments. Disorganised or unpredictable materials can cause students with cognitive disabilities to lose their attention. Unstructured communication can leave students without a "reliable internet" in silence. A digital course should be accessible, clear, understandable, and adaptable. This is where the strength of inclusion lies.

What can teachers do immediately? 

Teachers need not master every aspect of disability or cultural diversity. It is sufficient for them to be aware of and willing to adapt to these changes. Clearly structured materials, multiple assignment formats, flexible deadlines, and the choice of delivery method are all tools of inclusion. Inclusion does not mean lowering standards, but removing barriers that hinder access to the same standards. Most importantly, inclusion begins with mindset.

What insights do experts in this field provide? 

We present an interview with an expert from the Department of Academic Adjustment at the Faculty of Humanities and Social Sciences at the University of Zagreb. Her experience provides a practical perspective on real student needs and potential solutions. 

What does the work of the Department of Academic Adjustment involve? 

The department informs and communicates with students about their rights in the academic environment, making adjustments to teaching and testing, and providing assistance and specialised transportation for students with disabilities. The department also collaborates with teachers, educating and supporting them in working with students with diverse needs and requiring adjustments. Another key activity includes cooperation with other stakeholders in the system of care for students with disabilities and engaging in professional development. 

What are the most common needs of students seeking your support? 

The most frequent needs of students in the department are primarily the adaptation of teaching and testing, followed by the need for psychosocial support, assistance, and specialised transportation for commuting to their classes. Additionally, there is a need to adapt the literature and other specific requirements that may arise. 

How do you collaborate with teachers and involve them in the support process? 

Working with teachers involves analysing their needs in supporting students with disabilities, raising awareness of their roles, and providing support for various challenges arising in the academic environment. This includes informing them about education and offering individual consultations to support specific students who require adjustments.   

What advice would you give to teachers who want to enhance the inclusiveness of their courses but are unsure of where to start? 

Teachers aiming to improve the inclusiveness of their courses can begin by applying universal design principles. These principles include enabling different ways of presenting teaching content, allowing diverse methods of participation, and encouraging various forms of self-expression.   

Is there anything you would like all students and teachers to know about inclusion? 

Students and teachers must understand that inclusion is not merely about adaptations but about creating a supportive, fair, and safe environment where differences are respected, and the rights of each individual are upheld. Inclusion strengthens the academic community through openness to innovation, flexibility, and willingness to adapt. Inclusive education is not something to be sidelined; it is the core of pedagogical activities. When we create a space where every student can learn, progress, and participate without barriers, we fulfil the purpose of education. Inclusion is not tied to legal obligations or labels but to everyday decisions. How we write instructions, listen, and respond. Start viewing your course through the eyes of those who are often invisible, and the change will be significant.