Inclusion by Design (IBD) brings together academics, students and student services colleagues who are interested in strengthening learning outcomes and social experiences of diverse learners.

This community of researchers and practitioners is keen to extend internal and external networks to promote ever greater inclusive practice through inclusive curriculum and learning space design.

Aims, values and ways of working

Inclusion by Design is linked with the International Collaboratory for Leadership in Universally Designed Education INCLUDE with which it shares a clearly articulated set of Action Oriented Values. The values are are underpinned by the concept of  inclusive educational design and the research group participants believe that there is much to be learned from an interdisciplinary approach to how learning is advanced, being particularly mindful of learning requirements of learners who have been marginalised.

University students using tablets in the classroom

Our shared research and endeavours are further informed by the conceptual frameworks and strategies provided by Universal Design and Universal Design for Learning. Whilst not prescriptive in relation to particular research methodologies, we see particular merit in approaches that seek to better understand learner experiences and that encourage learner engagement in design processes. These may include for example, Design Based Research or Lesson Study. We are also keen to explore learner and teacher experiences with implementation of our University Inclusion Toolkit.

IBD has an interactive Microsoft Teams Space that is a focal meeting space for colleagues who wish to keep abreast with latest developments in the fields of inclusive and Universal Design. The Group promotes Joint Practice Development, a strategy for collegiate and collaborative learning through:

  • Hosting of seminars to share research and practice
  • Facilitating peer supports for advancing individual and group learning and creating space to promote research writing through workshops and writing collaboratories
  • Disseminating relevant current opportunities and calls for research
  • Providing scope for members to influence policy and direction of IBD
  • Promoting learner voice by encouraging student membership of IBD
  • Sharing links to relevant presentations, publications and think pieces created by Group members.

Research Group Lead, Dr Seán Bracken PFHEA 



Group publications and presentations

Michelle Malamo and Dr Sarah Pittaway

Malomo, M. & Pittaway, S. (2020) “So you want me to read for my degree?”: a Universal Design for Learning approach to reading [Webinar]. Available at:

Malomo, M. & Pittaway, S. (2020) “So you want me to read for my degree?”: a Universal Design for Learning approach to reading [Webinar]. Available at:

Dr Sarah Pittaway

Pittaway, S. (2019) From information literacy to the learner journey: aligning academics and librarians through pedagogic research’,New Review of Academic Librarianship, 25(2-4), pp. 150-170. DOI: 10.1080/13614533.2019.1589542

Pittaway, S. (2019) Staff-student partnerships, power and opportunities: reflections from the Change Agent Network Conference 2018’, Journal of Educational Innovation, Partnership and Change, 5(1), pp. 9-10

Pittaway, S. (2018) ‘Not just “the help": Library Services as professional colleagues’, ALISS Quarterly, 13(3), pp. 13-16

Pittaway, S. and Worsfold, L. (2017) The Hive at Five: from design to delivery’, ALISS Quarterly, 13(1), pp. 8-10

Pittaway, S. (2016) Engaging students, shaping services: the changing face of student engagement at The Hive’, Insights, 29(3), pp. 249-257. DOI: 10.1629/uksg.315

Pittaway, S. (2016) Students as partners in recruitment’, SCONUL Focus, 65, pp. 40-43

Downes, J. and Pittaway, S. (2015/16) Making the vision a reality: the university-public library partnership at The Hive’, Taking Stock, 24(2), pp. 8-9

Dr Peter Gossman

Gossman, P., Powell, S. & Neame, C. (2017). Content, context and meta(cognition) SEDA Spring Teaching Learning and Assessment Conference 2017 The quest for teaching excellence and learning gain: issues, resolutions and possibilities, 11-12 May 2017, Manchester, UK.

Neame, C. & Gossman, P. (2015). Two birds with one stone: promoting staff and student development through scholarly engagement with the evaluation of new practice.  Inaugural European Conference on the Scholarship of Teaching and Learning, 8-9 May 2015, Cork, Ireland.

Horder, S. & Gossman, P. (2014). Epistemological Journeys: Discussion of an ‘ideal’ to promote inspiring teaching. Future Directions Conference, 2-3 April 2014. Aberystwyth, UK. (Discussion)

Horder, S. & Gossman, P. (2013). Embedding research into the curriculum. Higher Education Academy Social Science Conference, 23-24 May 2013, Liverpool, UK.

Hamilton, P., Gossman, P. & Southern, K. (2013). Reflecting on research in practice: developing innovative support structures for students undertaking small-scale research projects in work settings. Higher Education Academy Social Science Conference, 23-24 May 2013, Liverpool, UK. (A poster – which won second prize in the competition) "

Anastasia Kennett

Sewell, A., Kennett, A and South, H. (2020) ‘Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context’, Student Engagement in Higher Education Journal. 3(1), pp. 74-95

Sewell, A., Kennett, A., Williams, R. and South, H. (2020) ‘A phenomenological exploration of the lived experiences of Mature Students with mental health problems studying for an Undergraduate Higher Education degree.’ Submitted to: Educational Review

Sewell, A., Pugh, V. and Kennett, A. (2020) ‘Exploring the potential for Universal Design for Learning to be used by educational psychologists to promote inclusion.’ Submitted to: Educational Psychology in Practice.

Sewell, A., Kennett, A., South H. (2019) ‘Promoting student voice through application of a solution-focused approach; outcomes and discussions.’ Paper presented at the Teaching and Learning Conference, University of Worcester.

Dr Laura Scurlock-Evans

Muse, K., Scurlock-Evans, L & Scott, H. (in press). “The most important question is not ‘how?’ but ‘why?’”: A multi-method exploration of a blended e-learning approach for teaching statistics within Undergraduate psychology. Psychology Teaching Review, Special Issue 27.1.

Scurlock-Evans, L., Carmine, F., Conn, L., McKenzie, L., Loxton, B., Haigney, D. & Scott, H. (2018). Qualitative methods and sight-impairment: developing a toolkit for inclusive teaching. In: Division of Academics, Researchers and Teachers in Psychology Inaugural Conference, 6th-7th June 2018, Birmingham City University. (Unpublished)

Lisa Mauro-Bracken

Mauro-Bracken, L. (2019) Cultivating Culture Change for Inclusive Practice:  Creating a Community of Learners. Poster Presentation AHEAD Conference Dublin

Simon Taylor

Taylor, S. (2017) Inclusion and the arts. In: Woolley, R. (ed) Understanding Inclusion: Core Concepts, policy, practice. London, Routledge

Victoria Pugh

Pugh, V. and Hughes, D. eds., 2021. Teaching Personal, Social, Health and Economic and Relationships,(sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum. Bloomsbury Publishing

Dr John Francis

De Martin Silva, Luciana. and Francis, John (2020) ""It Is Like A Little Journey”: Deaf International Futsal Players’ and Coaches' Experiences in Collaborative Blended Learning. International Sport Coaching Journal, Ahead of Print, 1-14. DOI: 10.1123/iscj.2019-0101. (Accepted: 23 May 2020; Published Online: 26th August 2020; Deposited: 29th June 2020)

Loo, Joanna Kyra., Francis, John and Bateman, Michael (2020) Athletes’ and Coaches’ Perspectives of Performance Analysis in Women’s Sports in Singapore. International Journal of Performance Analysis in Sport, 20(6), 960-981. DOI: 10.1080/24748668.2020.1820174 (Accepted: 3rd September 2020; Published Online: 9th September 2020; Deposited: 8th September 2020)

Francis, John (2019) Engaging Masters Students Through Blackboard Collaborate. In: 'TEL' Me More Showcase, 07/03/2019, University of Worcester, UK. (Accepted: 7th March 2019; Date Deposited: 7th March 2019)

De Martin Silva, L. and Francis, John (2018) Deaf International Futsal Players’ Learning Experiences in Preparation for a Major Competition: a Longitudinal Study. In: UK Coaching Applied Coaching Research Conference 2019: Shaping the Future of Coaching, 19th February 2019, Derby County Football Club, Derby, UK. (Accepted: 5th November 2018; Date Deposited: 30th November 2018)

Francis, John and Jones, Gareth (2014) Elite Rugby Union Players Perceptions of Performance Analysis. International Journal of Performance Analysis in Sport, 14 (1). pp. 188-207. DOI: 10.1080/24748668.2014.11868714. (Accepted: 25th February 2014; Published Online: 3rd April 2017; Deposited: 17th August 2015)

Sethu Sundari

Inclusive Curriculum for Health Professionals - Ongoing


Links with internal and external networks

Working collaboratively Inclusion by Design members will support one another in strengthening our knowledge, skills and research capacities through building and extending our communities of research practice. IBD further enhances its network and learns from colleagues in the following internal and external organisations:

The international Collaboratory for Leadership in Universally Designed Education (INCLUDE)

CAST On Campus

International Conference for Education Quality (ICEQ) University of Ibn Zohr, Morocco

World Association of Lesson Study

Royal National College for the Blind

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