Coaching instructors as learners: considerations for a proactively designed inclusive syllabus

Dr. Kallia Katsampoxaki-Hodgetts

Coordinator of Teaching and learning Centre TotT, University of Crete




In this paper, I present theoretical models academics can use to design their syllabus and lessons upon reflecting on potential learning barriers and strategies and follow up proactive actions they can integrate into their teaching to increase opportunities for access, participation, and achievement of learning outcomes for all students without labelling. I also showcase appropriate systems that support all university students’ learning within a holistic inclusive framework following adaptations/adjustments of teaching and lesson design that ensures active involvement and student progress for all.


Key words: inclusive, academics as learners, university syllabus


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