Ali, M. M., & Saadi, Z. (2010). Perspectives on Readiness and Acceptance of Lecturers in Supporting Students with Special Needs in Higher Education: A Case Study. Procedia - Social and Behavioral Sciences, 7, 661–664. https://doi.org/10.1016/j.sbspro.2010.10.089
Anderson, Joyce Rain;Bond, Barbara E.;Davis-Street, Jeanean;Gentlewarrior, Sabrina;Savas, Minae Yamamoto;Sheehy, Deborah A. (2014). Transforming the Classroom - and the World:Voices from a Culturally Inclusive Pedagogy Faculty Learning Community. Transformative Dialogues: Teaching, 7(1). http://0-search.ebscohost.com.brum.beds.ac.uk/login.aspx?direct=true&db=ehh&AN=95057908&site=eds-live&scope=site
Arzhanik, M. B., Chernikova, E. V., Karas, S. I., & Lemeshko, E. Yu. (2015). Differentiated Approach to Learning in Higher Education. Procedia - Social and Behavioral Sciences, 166, 287–291. https://doi.org/10.1016/j.sbspro.2014.12.525
Dosch, Mary;Zidon, Margaret. (2014). ‘The Course Fit Us’: Differentiated Instruction in the College Classroom. International Journal of Teaching, 26(3). http://0-search.ebscohost.com.brum.beds.ac.uk/login.aspx?direct=true&db=eric&AN=EJ1060829&site=eds-live&scope=site
Griess, C. J., & Keat, J. B. (2014). Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates. Journal of Early Childhood Teacher Education, 35(1), 98–109. https://doi.org/10.1080/10901027.2013.874381
Hockings, C., Brett, P., & Terentjevs, M. (2012). Making a difference—inclusive learning and teaching in higher education through open educational resources. Distance Education, 33(2), 237–252. https://doi.org/10.1080/01587919.2012.692066
Holgate, P. (2015). Developing an inclusive curriculum of architecture for students with dyslexia. Art, Design & Communication in Higher Education, 14(1), 87–99. https://doi.org/10.1386/adch.14.1.87_1
Johnson, Claudia C.;Middendorf, Joan;Rehrey, George;Dalkilic, Mehmet M.;Cassidy, Keely. (2014). ‘Who am I to bring diversity into the classroom?’ Learning communities wrestle with creating inclusive college classrooms. Journal of the Scholarship of Teaching, 14(4). https://doi.org/10.14434/josotl.v14i4.3895
Kreber, C. (2008). The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. Routledge. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.beds.ac.uk/entity&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203892596
Kreber, C. (2009). The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=BedsUni&isbn=9780203892596
Maringe, F., & Sing, N. (2014). Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues. Higher Education, 67(6), 761–782. https://doi.org/10.1007/s10734-013-9710-0
Savvidou, C. (2011). Exploring teachers’ narratives of inclusive practice in higher education. Teacher Development, 15(1), 53–67. https://doi.org/10.1080/13664530.2011.555224
Teman, Eric D.;Lahman, Maria K. E. (2010). Supporting Students of Diverse Sexual Orientation in Higher Education: An Ethnography of an LGBTAQ Center. In Online Submission. http://eric.ed.gov/?id=ED509319
Walker, A. (2014). Curriculum Retention and Programming for Inclusive Teaching. New Directions for Teaching and Learning, 2014(140), 77–84. https://doi.org/10.1002/tl.20116
Whitney, Robyn R. (2014). Differentiating Instruction in Postsecondary Education. Radiologic Technology, 85(4). http://0-search.ebscohost.com.brum.beds.ac.uk/login.aspx?direct=true&db=rzh&AN=104044598&site=eds-live&scope=site