Inclusive educational practice has been the centre of political discussions worldwide (Meijer, 2003). Here in the UK, widening participation in higher education has been the goal of successive governments. As a result, UK universities are developing inclusive practices in the context of legislation in light of values of social justice (Riddle et al, 2003). The term ‘inclusive practice’ is now used to describe ways in which different sectors of the population can participate in higher education, i.e. ‘first-generation’ students (whose parents did not attend university), ‘non-traditional’ students (from lower income households), students from different ethnic groups (‘black and minority ethnic’ or BME), mature students (with work/life experience between school and university), international students (with different languages and cultural experiences), and students with limiting conditions (‘disabled’ or with special educational differences) (Hockings, 2010).  Inclusive practice within higher education is a policy goal that also meets employability and equality agendas (Riddell et al, 2003), with level of education being evidenced as a predictor of wellbeing (Manstead, 2014).  Inherent in the goal of inclusivity is the value of social justice, but also conversely that society as a whole benefits, as suggested by the ‘social enrichment’ strand of literature (see e.g. Testa and Egin, 2014). Inclusivity is increasingly thought of as good practice that meets all student needs (Morgan and Houghton, 2011), rather than as specific adjustments being made for specific groups or due to specific legislation (e.g. SENDA 2001; Disability Discrimination Act 2005). At the same time austerity measures are throwing the spotlight on the expense of support system, such as modified assessment provision (Hockings, 2010). There is thus a requirement to find adequate means to support inclusivity given this context of reduced funding.

Research to date suggests that inclusive teaching and learning in higher education implies flexibility in curricula and assessment that caters for a wide range of diverse learning needs and abilities (e.g. May and Bridger, 2010). The research reported on here focuses on the teaching and learning experience related to students with recognised needs, whether physical, social, or psychological, and in receipt of the Disability Student Allowance, as an area where inclusivity awareness is perhaps the most advanced. Whilst many long guidance reports exist on good practice, for many different reasons, not all university academics are engaged with the inclusivity agenda (May and Bridger, 2010).  This project sought the knowledge of the non-medical helpers (NMHs / student support workers), to learn from their unique perspectives as mediators between staff and students. Although student voices are represented in the literature (e.g. Fuller et al, 2004), those of NMHs are rarely heard. The aims were to find out their experiences of the challenges and cases of best practice in one UK university, as well as their suggestions on how to enhance inclusive learning and teaching. It thus explored how the transition to inclusivity incorporates adopting best practice, meeting policy objectives, and in the process incorporating values of social justice and wellbeing.

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