Abstract

Purpose
The purpose of this article is to report on a university’s internally funded research that was set up to examine the success of assessing learning within inclusion strategies across business studies courses. It also presents on the responses that needed were highlighted as a result of the disruption to students’ learning by the impact of COVID-19.
Design/Methodology/Approach
Within the social mobility model of disability, people are disabled by the barriers they face, not their impairment. A multi-method, qualitative approach, was undertaken, with our discussion framed from within a reflective critical, conceptualised, sociological perspective.
Findings
While the findings revealed how the researched university had made considerable progress in many aspects of its inclusion strategies, the research also revealed some further barriers to inclusion. Some of the barriers were shown to be ‘cracks in the digital curriculum’ that affected not just disabled, but all students, whereby students were unintentionally excluded. In this article, we report on how the university had responded to students’ requests and through a series of small steps, we discuss the positive impact of these actions. Although the changes instigated did help to improve inclusion, the small steps taken also highlighted the need for much more work to be undertaken on the journey to a fully inclusive university. The recent impact of the Covid pandemic forced/accelerated the implementation of digital learning. This in turn, instigated a rise in the awareness of mental illness and the effects of social isolation which is now much higher than pre-covid.
Research limitations/implications
The main limitation of the study was that the sample was small, however, the in-depth qualitative approach showed how the issues that had been problematic had been resolved and illuminated the further areas for future research.
Practical implications
The research reported here presents the practical steps that were taken in response to the students’ inclusion requests. The students’ requests were addressed, where practical and/or possible for students to have assessment choice, further support from the wellbeing team, and a further strengthening of local partnerships with the National Health Service and local charities.
Social implications
The research supports inclusion initiatives in higher education and society.
Originality/value
This study strengthens/builds upon the existing literature on the impact of COVID-19 on the teaching and learning of all students and specifically those with invisible disabilities, by presenting the small steps in changes to the curriculum that can improve inclusion practices.

Key words: covid, inclusion, disability, curriculum, diversity, higher education