Students may have a number of differences that need to be taken into account, e.g. an international student may be dyslexic and suffering from poor mental health, a BAME student may also be LGBTQ+.
‘Inclusive Practice gives all students the right to teaching that is ‘meaningful, relevant and accessible … It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others’ (HEA, 2010).
‘In order to help the realisation of the best potentialities in the pupil’s life, the teacher … must not know [them] as a mere sum of qualities, strivings and inhibitions, [the teacher] must be aware of [them] as a whole being and affirm [them] in [their] wholeness’ (Buber, 1937, I and Thou. Edinburgh: T&T Clark)