A Comprehensive Tertiary Education Inclusion Statement: A Case Study by Aaron Saint-James

Inclusion is more than just a concept—it’s a commitment that transforms educational environments and empowers every student to reach their full potential, especially those who are neurodivergent or from marginalised and diverse backgrounds. At UNSW, we strive to create a culture where diversity is not only acknowledged but celebrated, and where every student feels valued and supported.

In this article, I present an enhanced version of an Inclusion Statement, which I have refined to serve as a model for fostering an inclusive and accessible learning environment. This example reflects our unwavering dedication to ensuring that all students, regardless of their background or abilities, have the opportunity to thrive in their academic journey.

"At UNSW, we are dedicated to fostering an inclusive and supportive learning environment where every student feels valued and empowered. We recognise and celebrate the diversity of our student body, including those who are neurodiverse and from marginalised communities, and we believe that each of your unique perspectives contributes to a richer educational experience for everyone.

We understand that learning needs vary, and we are committed to ensuring that our teaching practices, course materials, and assessments are accessible to all. This is a safe space where your wellbeing and comfort are prioritised. If at any time during this course you feel the need to take a break, whether it’s to reset, manage anxiety, or simply step away for a moment, please know that you are encouraged to do so.

If you need to ask a question, please do so without hesitation—there is no such thing as a silly question here. We value curiosity and inquiry, and your questions help foster a deeper understanding for everyone in the room.

We also support the use of stimming tools such as fidget spinners, stress balls, or any other aids that help you focus and engage with the material. Please feel free to use these as needed during our sessions.

Our goal is to create a learning environment where everyone feels respected, included, and equipped to succeed. If you have any specific needs, concerns, or suggestions on how we can better support your learning experience, please do not hesitate to reach out to us."

This statement is a powerful reflection of the commitment to inclusivity that we hold at UNSW, especially within the realm of tertiary education. I want to take a moment to expand on why it’s so comprehensive and how it addresses various facets of inclusion.

Comprehensive Analysis of Our Approach to Inclusion:

At 悉尼新南威尔士大学 , this statement represents our deep, multi-faceted commitment to fostering an inclusive and supportive learning environment. It goes beyond a simple acknowledgment of diversity—it’s a detailed and actionable framework designed to meet the specific needs of students from all backgrounds, particularly those who are neurodiverse or part of marginalised communities.

Moreover, through the Diversified Project, we are dedicated to advocating for these principles across the university. This project is central to our mission of gathering insights and data to ensure that our practices not only align with but actively promote the values of inclusivity and accessibility. It’s about making sure that every student feels seen, heard, and supported throughout their academic journey.

1. Celebration of Diversity:

? The statement begins by recognising the diversity within the student body. This recognition is essential in creating a sense of belonging for all students. It acknowledges that each student brings unique perspectives and experiences that enrich the collective educational experience. This celebration of diversity is foundational to building an inclusive culture.

2. Accessibility in Teaching Practices:

? By committing to accessible teaching practices, course materials, and assessments, UNSW is addressing one of the most critical aspects of educational inclusion. This means that students with varying needs, including those who are neurodivergent, living with disabilities (physical and invisible), learning differences, or language barriers, can fully engage with and benefit from their education. It’s a clear signal that UNSW is dedicated to removing barriers to learning and ensuring equal opportunities for success.

3. Prioritisation of Wellbeing and Comfort:

? The statement’s emphasis on student wellbeing and comfort is particularly relevant in the context of tertiary education, where academic pressure can be intense. By encouraging students to take breaks and manage their mental health, UNSW is promoting a holistic approach to education—one that values mental and emotional wellbeing as much as academic achievement. This is especially important for neurodivergent students, who may need to manage anxiety or other challenges in a supportive environment.

4. Encouragement of Curiosity and Inquiry:

? The encouragement to ask questions without fear of judgment is a critical aspect of an inclusive learning environment. It dismantles the traditional power dynamics in the classroom, where students may feel intimidated or afraid to speak up. By validating all questions as valuable, UNSW is fostering an environment of open dialogue and mutual respect, which is essential for deep learning and understanding.

5. Support for Stimming Tools:

? The explicit support for the use of stimming tools like fidget spinners and stress balls shows a nuanced understanding of the needs of neurodivergent students. Stimming can be an essential coping mechanism for managing sensory input, maintaining focus, and reducing anxiety. By normalising the use of these tools in the classroom, UNSW is not only accommodating different learning needs but also promoting an environment where students can feel comfortable being themselves.

6. Ongoing Communication and Feedback:

? Finally, the invitation for students to voice their specific needs, concerns, or suggestions demonstrates a commitment to continuous improvement and student-centeredness. It shows that UNSW is not just imposing a one-size-fits-all approach but is willing to adapt and evolve its practices based on real student feedback. This open channel of communication is crucial for maintaining an inclusive environment that responds to the needs of all students.

Relevance to Inclusion in Tertiary Education:

In the context of tertiary education, where students often face diverse and complex challenges, this statement is a model of how institutions can actively promote inclusion. It addresses key facets of educational inclusivity, including:

? Academic Accessibility: Ensuring that all students, regardless of their background or abilities, can access and benefit from their education.

? Mental Health Support: Recognising the importance of mental wellbeing in academic success and providing the necessary support to maintain it.

? Empowerment through Inquiry: Encouraging a culture of curiosity where every student’s input is valued, thus fostering a more collaborative and respectful learning environment.

? Accommodation of Neurodiversity: Understanding and supporting the unique needs of neurodivergent students, enabling them to fully participate in their education without compromising their comfort or focus.

Thank you for taking the time to read this article. If you have any questions or would like to discuss anything mentioned, please feel free to send me a direct message on LinkedIn or email me at [email protected].

Additional resources:

Autism Spectrum Australia (Aspect) Inclusion Statement: https://www.aspect.org.au/blog/new-inclusion-statement

Diversified Project link: https://www.disabilityinnovation.unsw.edu.au/inclusive-education/diversified

Diversified Project Publication: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1329810/full