Description: The main focus of the work will be around a substantive literature review and documentary analysis of research, web sites, teaching texts and guides relating to inclusive practices within the higher education (HE) student population (including, for example, disadvantaged, under-represented and non-traditional and overseas students), the review will embrace the impact of cultural influences, age, sex, class, disability, religion, sexuality etc. on learning and teaching of diverse groups of students. The long-term aim of the research project, of which the literature review forms a key part, is to produce recommendations for generic good practice in the form of best practice guidance for the effective teaching of diverse students within mixed cohorts in Higher Education. As such it will contribute to the Widening Participation (WP) debate currently prevalent in England, Europe and beyond.As part of this research in progress, a case study of effective widening participation practice in poor rural communities in India has been completed and reported at BERA 2005 (Thornton, 2006). The conclusion drawn from this particular case study was that a fully integrated approach is beneficial in ensuring successful completion of Higher Education by disadvantaged, under-represented and non-traditional 'WP' students. Indicative criteria, by which to assess generic 'good practice', were derived from these conclusions and are listed below. As part of this ongoing project, additional case studies (involving Roma and Indigenous peoples) will be undertaken in order to test and further develop these criteria .This interim paper will identify currently available examples of 'good practice' in teaching disadvantaged, under-represented and non-traditional students in HE, based on the substantive literature review. It will explore the group specificity and/or generic appropriateness of these examples and evaluate them in relation to the criteria identified in the Indian case study, namelyo a non-alienating learning and teaching environment in HEo the validation and valuing of diverse identities and experienceso the extension of skills and abilities that diverse communities of HE students already haveThe appropriateness of the criteria to the task will also be addressed. Underpinning this work is Tinto's theory of centrality. Disadvantaged, under-represented and non-traditional students often fail to successfully complete Higher Education because they are decentred (Tinto 1993): their knowledge, backgrounds, experiences and skills are not those that are traditionally valued. In HE many 'WP' students encounter an alien and alienating educational environment. However re-centring 'WP' students at the heart of educational provision is problematic. They are not homogenous, and group specific adaptations risk further marginalisation rather than inclusion. The identification of generic 'good practice' based on a thorough understanding student heterogeneity may be one way forward. Methodology: The main focus of the work will be around a substantive literature review and documentary analysis of research, web sites, teaching texts and guides relating to inclusive practices within the higher education (HE) student population (including, for example, disadvantaged, under-represented and non-traditional and overseas students), the review will embrace the impact of cultural influences, age, sex, class, disability, religion, sexuality etc. on learning and teaching of diverse groups of students. Conclusions: In HE many 'WP' students encounter an alien and alienating educational environment. However re-centring 'WP' students at the heart of educational provision is problematic. They are not homogenous, and group specific adaptations risk further marginalisation rather than inclusion. The identification of generic 'good practice' based on a thorough understanding student heterogeneity may be one way forward.