December 2025

• Brief description of your (teaching/learning support) context for the intervention;

I am a full-time lecturer who works with Fashion Marketing students across undergraduate, postgraduate and PhD levels for teaching and learning purposes, and also works as a Year Tutor closely with them to identify and support the students who are in needs during their university life, for wellbeing purposes. We have a large cohort of students join us every year, student size is around 400 per year for the 3 undergraduate courses, and 300 for 5 postgraduate courses. Fashion Marketing units are all well-designed with a consistent structure following the SoW. Individual teachers have less control in the teaching contents’ selection and design, so my intervention proposal will focus more on the ways which I plan to deliver the contents to students, and how I am planning to communicate with students during my teaching practises.

• Brief explanation of the intervention/change, why you think it’s needed, and how it relates to your academic practice;

I will focus on inclusion as the intervention. UAL is world world-leading university in Fashion and Arts, students join us from different backgrounds every year. They grow up under different cultures, beliefs and family backgrounds; they speak different languages, with different skin, hai,r and eye colour, etc.

Inclusive education means all students, including students with disability, are welcomed by their school and supported to reach their full potential. Inclusion is most effective when schools aim to create a culture that celebrates diversity and builds on the strengths of each student (NSW Government, 2021). Inclusive universities nurture professional learning communities that empower teachers to create optimum learning outcomes for students with disability through the use of best practice approaches and current, evidence-based strategies (Nunan, et.al, 2000).

In other words, an inclusive teacher supports all students to participate, learn, and succeed in all aspects of education.

Back to education, following the Drexel University School of Education’s (n.d.) suggestions, it’s important to eliminate the negative stereotypes which maybe associated with gender, religion, ethnicity and race, etc. in class, which is a necessary step to make sure all students can have equal access to educational opportunities. In my future teaching relevant activities, I will continuedly to follow and reflect on the above valuable theories and guidelines, aiming to create an equal-access and respectful learning and studying environment.

Finally, aim to build up a warm and relaxed environment for their university life in UAL, to make it possible for students to maximize their potential.

• A brief rationale for the design of the intervention (including which readings/resources underpin your decisions);

Inclusion in education in the UK has been a hotly debated political topic for many years. One of the benefits of inclusive education is that it can help to break down stereotypes and prejudices about people with disabilities. It can also help to create a more diverse and inclusive society.

The importance of inclusive education in the UK context stems from several factors that highlight the need for an equitable and diverse educational system. These factors include:

1. Legal requirements: The UK has enacted laws and policies, such as the Equality Act 2010 and the SEND Code of Practice (2015), which mandate the provision of equal opportunities for all learners, regardless of their abilities, backgrounds, or needs (UNESCO, 2009). Inclusive education is essential requirement for every school to comply with these laws and defend the rights of students with disabilities (Inclusiveteach.com, 2023).
2. Demographic diversity: The UK has a diverse population with varied cultural, linguistic, and socioeconomic backgrounds. Thus, it’s vital to introduce an inclusive education system, which can ensure that all students from different backgrounds will have equal access to the education-relevant resources, regardless of their demographic differences. This kind of learning environment, which values and embraces diversity can benefit students to maximize their every potential (Inclusiveteach.com, 2023).
3. Social cohesion: By nurturing acceptance, sensitivity, and appreciation among students of diverse backgrounds and abilities, inclusive education contributes to social togetherness (Ainscow, et.al, 2006; Ainscow, 2016). By doing so, it helps break down biases, stereotypes, and discrimination, leading to a more harmonious and together community.
4. Maximising potential: By recognising that no student is better than another, and by nurturing the strengths of every single learner, inclusive education provides an accessible learning environment (Black-Hawkins, 2010). This way works to ensure all students realise their full potential — good for the individual student and good for society.
5. Preparing students for the future: Under today’s globalised world economy, it is necessary for students to develop the understanding and positive attitudes regards diversity and differences to collaborate and thrive in various communities (Humphrey, 2013). Thus, inclusive education is important for students to foster their relevant soft skills and get themselves ready for a successful future (Inclusiveteach.com, 2023).

• A brief account of any challenges you’ve encountered and consideration of any potential risks or barriers.

Students come from different backgrounds/situations, may develop different kinds/levels of needs, and students may set up different sensitive levels under certain scenarios; then that will be extremely important for educators to identify these differences in advance and support the students in need with specific communication skills, to comfort them and build up trust.

I will continually support Marketing students with my best mentoring skills, i.e., create a private and relaxed conversation setting for those who’d like to speak with me privately, tracking the students’ status longitudinally to actively monitor their wellbeing, such as offering 1-1 tutorial slots every semester, etc…

References:

Ainscow, M. (2016). Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51(2), 143-155.

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.

Black-Hawkins, K. (2010). The framework for participation: A research tool for exploring the inclusive classroom. International Journal of Inclusive Education, 14(5), 427-440.

Drexel University School of Education, (n.d.), How to Promote Inclusion in the Classroom, Available at: https://drexel.edu/soe/resources/student-teaching/advice/Promote-Inclusion-in-the-Classroom/ Accessed 09 July 2025

Humphrey, N. (2013). Social and emotional learning: A critical appraisal. SAGE.

Inclusiveteach.com (2023) What is Inclusive Education? A Guide for UK Teachers. Available at: https://inclusiveteach.com/2023/06/29/what-is-inclusive-education-a-guide-for-uk-teachers/ Accessed 09 July 2025

NSW Government (2021). What is inclusive education? Available at: https://education.nsw.gov.au/campaigns/inclusive-practice-hub/all-resources/secondary-resources/other-pdf-resources/what-is-inclusive-education- Accessed 12 July 2025

Nunan, T., George, R., & McCausland, H. (2000). Inclusive education in universities: why it is important and how it might be achieved. International Journal of Inclusive Education, 4(1), 63–88. https://doi.org/10.1080/136031100284920

UNESCO. (2009). Policy Guidelines on Inclusion in Education. Retrieved from http://unesdoc.unesco.org/images/0017/001778/177849e.pdf