Moving towards inclusive learning and teaching: A synthesis of recent literature


  • Gwen Lawrie University of Queensland
  • Elizabeth Marquis McMaster University
  • Eddie Fuller West Virginia University
  • Tara Newman University of Southern Queensland
  • Mei Qiu University of Queensland
  • Milton Nomikoudis Royal Melbourne Institute of Technology University
  • Frits Roelofs HAN University of Applied Sciences
  • Lianne van Dam HAN University of Applied Sciences



inclusive teaching and learning, inclusive curriculum design, inclusive curriculum delivery, inclusive assessment, institutional commitment to inclusion


The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.


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Author Biographies

Gwen Lawrie, University of Queensland

Gwen Lawrie is an Associate Professor at the University of Queensland (AUS). Her teaching experiences and chemistry education research are grounded in enhancing the first-year experience for large classes.

Elizabeth Marquis, McMaster University

Elizabeth Marquis is an Assistant Professor in the Arts & Science Program at McMaster University (CAN) and Associate Director (Research) at McMaster’s Paul R. MacPherson Institute for Leadership, Innovation, & Excellence in Teaching.

Eddie Fuller, West Virginia University

Eddie Fuller is Professor at West Virginia University (USA) and also Chair of the Department of Mathematics. He is currently completing an AAAS Science and Technology Policy Fellowship within the US Department of Homeland Security as a Big Data and Analytics Fellow.

Tara Newman, University of Southern Queensland

Tara Newman is an Academic Developer at the University of Southern Queensland (AUS). She has extensive experience in building institutional and individual capacity in learning, teaching and scholarship.

Mei Qiu, University of Queensland

Mei Qiu is a recent graduate from the University of Queensland (AUS). She has completed a dual BSc/BEd program and recently qualified as a high school teacher, she has a deep interest in education research.

Milton Nomikoudis, Royal Melbourne Institute of Technology University

Milton Nomikoudis is a Senior Advisor, Office of the Dean of Learning and Teaching at RMIT University (AUS). He has extensive experience in developing practices that support diversity and inclusion.

Frits Roelofs, HAN University of Applied Sciences

Frits Roelofs is faculty member at HAN University of Applied Sciences (NLD). He has over 40 years’ experience teaching Dutch language and literature and more recently has worked in evidencing the practices of Students as Partners.

Lianne van Dam, HAN University of Applied Sciences

Lianne van Dam is a recent graduate from HAN University of Applied Sciences (NLD). She also has a strong interest in developing Students as Partners and in 2016 has co-authored a book with Frits.


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Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: By choice or by chance? International Journal of Inclusive Education, 15(1), 29-39.

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How to Cite

Lawrie, Gwen, Elizabeth Marquis, Eddie Fuller, Tara Newman, Mei Qiu, Milton Nomikoudis, Frits Roelofs, and Lianne van Dam. 2017. “Moving towards Inclusive Learning and Teaching: A Synthesis of Recent Literature”. Teaching and Learning Inquiry 5 (1):9-21.



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