ARTICLE #1 | 13
ISSUES 0F STUDENT DIVERSITY AND TECHNOLOGY
infrastructure was in place to allow the student to gain the same
level of understanding as their peers. In addition, the social model
of disability advocates the view that society could do more to
rectify this issue and make it easier for everyone to have the same
opportunities regardless of disability.
In referring to the technological critical incident discussed within
this paper, the inclusion of a translation tool would give equal
opportunities for learning to students from diverse backgrounds,
suggesting that internet technology has the potential to become
‘the great equalizer in education’ (Kilfoye, 2013:56). While the
addition of such a translation tool fits with the social model of
disability through the implementation of a tool for use by the
masses, a better fit can be seen with the medical model of disability.
The introduction of such a tool would allow students to address any
language difficulties at an individual level, bypassing any potential
barriers to learning such as embarrassment in lack of understanding,
or unease in asking for help.
Inclusive curriculum design
Consideration of the social and medical models of disability brings
to light the need for an inclusive curriculum design which promotes
and supports learning for all students regardless of nationality.
An inclusive curriculum design should aim to ‘create as inclusive
a learning environment as possible’ (www.universities-scotland.
ac.uk/raceequalitytoolkit/ accessed 10/12/14) to ensure all learners
have the same opportunities. Keele University’s Dignity and Respect
Framework supports this view stating that we should ‘take action
to understand the needs and customs of different groups with
whom we work and interact’ (Keele University:5). In addition, the
Framework suggests we should attempt to create ‘collaborative
engagement with a range of student groups in order to ensure full
participation in University life and proper access to services’ (Keele
University:6).
While these points suggest a multitude of applicable situations
surrounding diversity, they can also be linked to the need for a
translation tool to be used by students. Understanding the needs
of all of the people with whom we interact is crucial within the
learning environment. For example, language barriers to learning
require consideration due to the differing levels of understanding
and knowledge about the English language possessed by
students. Without the ability for students to translate difficult
linguistic terms, it would be impossible to provide all students