Kate Lister, Victoria K. Pearson, Trevor D. Collins and Gareth J. Davies evaluate how embedding inclusive practice is challenging when considering institutional complexities, the distance nature of learning and support, and the varied roles, responsibilities and experiences of staff. To understand this better and to identify an action plan for tangible interventions, a staff survey measuring inclusion practices and perceptions was conducted in a large UK distance learning university. The findings  revealed strong positive attitudes towards inclusive practice, but also identified clearly actionably training needs in relation to specific staff groups, and knowledge and skills gaps. The staff survey represents a valuable model for measuring training and intervention needs around inclusion in distance learning.
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