An inclusive approach to teaching in distance learning is essential to ensure students with disabilities have equitable chances of success. However, 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 survey measured knowledge, skills, attitudes and support context (in terms of training, guidance, human support and organisational commitment) in teaching staff, support staff and learning technologists. The findings (N = 466) 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.

远程学习的包容性教学方法对于确保残疾学生有平等的成功机会至关重要。然而，考虑到制度的复杂性、学习和支持的远程性质以及工作人员的不同角色、职责和经验，嵌入包容性实践是具有挑战性的。为了更好地理解这一点并确定切实干预措施的行动计划，在英国一所大型远程学习大学进行了一项衡量包容性做法和看法的员工调查。该调查衡量了教学人员、支持人员和学习技术人员的知识、技能、态度和支持背景（在培训、指导、人力支持和组织承诺方面）。结果 ( N = 466) 显示出对包容性实践的强烈积极态度，但也明确确定了与特定员工群体相关的可操作培训需求以及知识和技能差距。员工调查是衡量远程学习包容性培训和干预需求的宝贵模型。