Checklist for inclusive education

Content

Study environment / values

• Are there elements in the teaching where power structures, discrimination and inclusion (Gender, Diversity and Equal Opportunities) are included as part of the work with KTH's values ​​/ to create inclusive educational environments / study environments?
• Is gender, norm-breaking gender expression / gender identity, sexual orientation, age, ethnicity / name / skin color, social background, disability and / or religion / outlook on life explicitly mentioned?

Generic

• Does the teaching contain elements that aim to increase the students' generic knowledge, skills and / or abilities in Gender, Diversity and Equal Opportunities perspective / analysis? For example in connection with group work, project management, academic writing, etc.

Subject-specific

• Does the teaching contain elements that aim to increase students' knowledge, skills and / or abilities in Gender, Diversity and Equal Opportunities perspective / analysis on the subject? (Eg critical, historical, …?)

Design

Visibility

• Is Gender, Diversity and Equal Opportunities included in the learning objectives? 
• Is Gender, Diversity and Equal Opportunities included in learning activities, course-pm, and / or similar? 
• Is Gender, Diversity and Equal Opportunities included in the examination? 
• Is Gender, Diversity and Equal Opportunities included in the teaching in connection with Sustainable Development and SDGs?

The physical and digital space

• Is the classroom arranged in such a way that everyone feels comfortable?
• Can everyone see and hear well? Can everyone be seen and heard well?
• Are the room, toilets, m.m. easily accessible to everyone?
• Is there a pattern in who sits where?
• Is the time for teaching available to everyone? (Is the time, for example, compatible with preschools and school opening hours?)

Course material and representation

• Is there a diversity in what kind of people appear in text and images in the course literature and other course material?
• Is the course literature written by authors who represent diversity?
• Is there a strategy to ensure diversity among external representatives and guest teachers?
• Do selected examples reflect the diversity of students?
• Do the selected examples represent diversity?
• Does selected examples break stereotypical expectations of e.g. women and men?
• Do selected metaphors, parables and models build on experiences that few or all students share?

Examination

• Are various forms of examination used to meet students' different preferences?
• Is there a conscious approach to unconscious prejudices in the context of assessment?
• Are there elements in the examination where power structures, discrimination and inclusion (Gender, Diversity and Equal Opportunities) are addressed?

Evaluation and follow-up

• Are the teachers and students given the opportunity to reflect on e.g. teaching methods, speaking space and treatment, language and course material?
• Are questions asked about power structures, discrimination and inclusion in course evaluations?
• Are power structures, discrimination and inclusion (Gender, Diversity and Equal Opportunities) taken into account in the course analysis?

Implementation

Teacher (treatment)

• Do you have knowledge and awareness of power structures and various forms of discrimination such as (hetero-) sexism and racism?
• Do you critically reflect on your role as a teacher in a gender-, diversity- and norm-conscious way?
• Is your language and your behavior as a teacher gender and diversity conscious?
• Do you have strategies for inclusive treatment?
• Do you have a preparedness / strategy for handling conflicts?

The students (participation)

• Is the student group heterogeneous in terms of gender, norm-breaking gender expression / gender identity, sexual orientation, age, ethnicity / name / skin color, social background, disability, and religion / outlook on life?
• Is the speaking space even in the student group?
• Do students use a gender- and diversity-conscious language?
• Is there critical awareness of stereotypical roles in group work - academic housework?
• Is there an opportunity to establish rules of the game for speaking space and group work, etc.?
• Are students' experiences used in the teaching?

Teaching methods

• Are various forms of teaching used to meet students' different preferences?
• Are the teaching methods useful and accessible to people with disabilities?
• Is there a conscious and systematic strategy for varying group divisions?