Quality Assurance

You are asked to rate your programme on the following statements:

  • The programme has quality assurance procedures that capture the voice of disabled students.
  • Validation processes facilitate inclusive curriculum design.
  • The curriculum is designed and delivered in a manner that respects that everyone learns in different ways and that learning outcomes can be achieved in many ways.

Disabled students' voice

Based on the principle of ‘nothing about us without us’ it is important that you consider how you will gather feedback from disabled students about teaching, learning and assessment practice. You may also consider how you might consult with disabled students about how you programme is designed and delivered.

ILTAF statement: The programme has quality assurance procedures that capture the voice of disabled students.

Validation processes

Validation processes should include questions about inclusive delivery. You should be considering not only how you answer these questions at validation but more importantly how you have addressed inclusive practice during the design stage.

ILTAF statement: Validation processes facilitate inclusive curriculum design.

Learning Preferences

By definition inclusive practice must be considered at the programme design stage. Inclusive practice becomes much more difficult if it is done ‘after the event’.
It is suggested that this occurs in two ways:

Teaching staff and programme administrators have access to Learning Support Plans and processes are in place to ensure that this occurs.
Programmes embed notions of inclusivity within their curriculum design.

ILTAF statement: The curriculum is designed and delivered in a manner that respects that everyone learns in different ways and that learning outcomes can be achieved in many ways.

The ILTAF webpages are currently under development, we will be updating and improving the available information soon

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