Results/Findings

The discussion group shared good practices and common concerns as well as controversial points of views and ideas for improvement. The panel discussion was moderated by Professor Sandra Aßmann, Chair of Informal and Non-formal Learning at Ruhr University.

Institutional structures of universities were identified as the most important enabler of actions for more inclusion but also defined as requiring improvements. Official strategy documents and plans of action - like the university-wide inclusion plan which is currently developed in Bochum - have a strong impact on the policy level, with the potential to guide future actions and decision making. The University of Oulu already has a guidance document for this, yet also in Oulu, there is still a need to provide securely established services to support efforts towards more inclusivity of teaching and studying. Many measures and initiatives are still lying in the hands of individuals and personnel as well as material resources are very limited.

The discussion ended with the united view of all participants that a positive change towards more inclusivity is happening at both universities. Yet, there is still a long way to go until shared values and ideas will be put into practice. All involved participants showed themselves as very willing to work towards this goal and to contribute to taking the next steps. The international networking and sharing of experiences were seen as a useful source for further development and new ideas.

The following needs and wishes were articulated during the discussion:

• To strengthen teaching more generally, as this enables teachers to work more individually with all students,
• To emphasize a shame-free approach in teaching and, more generally, in the classroom
• To look at language and formats of writing or examination in ways that are inclusive and consider and respect difference,
• To implement measures for knowledge/competence building of teachers (e.g. a toolbox for staff and teachers),
• To mainstream recommendations on inclusive teaching,
• To establish services for teachers and staff for practical support measures, e.g. to provide subtitles for existing teaching material,
• To establish exchange formats and safe spaces for students and staff with disabilities,
• To facilitate more advice services for students with disabilities,
• To create structures for reasonable support instead of selective actions,
• To highlight the success of staff with disabilities,
• To stay in touch with the concerns of students with disabilities and instigate a regular evaluation of the experiences in order to improve support mechanisms.