Increasing Inclusivity in the Classroom
Print Version by Andrew Greer, Graduate Teaching Fellow The goals of this teaching guide are threefold: 1) to discuss the importance of inclusivity in the classroom, 2) to present examples of teaching more inclusively, and 3) to provide additional resources for further guidance. Why is inclusivity important? Drawing from the literature on inclusive teaching in higher education, the current section considers the importance of increasing inclusivity and is framed by two overarching issues. At the institutional level, increasing a sense of belonging among students is embodied in the following four goals, as derived from a review of inclusion statements across campuses (Hurtado 2003, in Locks, Hurtado, Bowman, & Oseguera, 2008 p. 279): Studies repeatedly find that positive diverse interactions increase students’ sense of belonging on campuses (e.g., Locks, Hurtado, Bowman, & Oseguera, 2008). What does inclusivity look like? Reducing Stereotype Threat Additional Resources at Vanderbilt References
Inclusive Design Research Centre
What do we mean by Inclusive Design? We have defined Inclusive Design as: design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference. The Three Dimensions of Inclusive Design At the IDRC and the Inclusive Design Institute we stress three dimensions of inclusive design: 1: Recognize diversity and uniqueness Inclusive design keeps the diversity and uniqueness of each individual in mind. 2: Inclusive process and tools The process of design and the tools used in design are inclusive. 3: Broader beneficial impact It is the responsibility of inclusive designers to be aware of the context and broader impact of any design and strive to effect a beneficial impact beyond the intended beneficiary of the design. The Relative Nature of Disability and Accessibility The IDRC reframes disability within the design context. Why not use the term Universal Design? The distinctions we wanted to make were:
WAVE Web Accessibility Tool
Paving the way toward inclusive Open Education Resources | floe
Universal Design for Learning | Inclusive Education
Learners differ significantly in the ways they can be engaged or motivated to learn. Some learners are highly engaged and motivated by spontaneity and novelty, while others are disengaged, even frightened by those aspects, preferring a predictable routine. To create environments that are safe for all learners, teachers need to: develop acute sensitivity to learner differences in order to challenge and stretch learners without ridicule or demotivationensure the physical or online spaces where learning takes place contribute to student learning and wellbeing rather than creating stressensure learning experiences beyond the classroom, such as work experience and camp are designed with the students to minimise risk and stress. To build further understanding, explore videos and supporting resources from the Alberta UDL Summer Institute 2011 relating to the principle of multiple means of engagement.
Chapter 11
Chapter 11: Inclusive education 19In almost every country, inclusive education has emerged as one of the most the dominant issues in the education of SWSEN. In the past 40 years the field of special needs education has moved from a segregation paradigm through integration to a point where inclusion is central to contemporary discourse. From the outset, it must be said that inclusive education is a complex, if not a problematic concept. Inclusive education affects not just the conceptualisation of special educational needs and the nature of education provided for SWSEN, but it calls into question the broader aims of education, the purposes of schools, the nature of the curriculum, approaches to assessment, and schools’ accommodation to diversity. 11.1 The Concept of Inclusive Education In recent years, the concept of inclusive education has been broadened to encompass not only students with disabilities, but also all students who may be disadvantaged. England. Australia. Europe. US.
What is Inclusion and Diversity?
2010 ADA Standards for Accessible Design
The Department of Justice’s revised regulations for Titles II and III of the Americans with Disabilities Act of 1990 (ADA) were published in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design, "2010 Standards." On March 15, 2012, compliance with the 2010 Standards was required for new construction and alterations under Titles II and III. March 15, 2012, is also the compliance date for using the 2010 Standards for program accessibility and barrier removal. The 1991 ADA Standards for Accessible Design, printed as Appendix A of the title III regulation in the Code of Federal Regulations, July 1, 1994 could be used for new construction and alterations under Titles II and III until March 14, 2012.
Framework for Information Literacy for Higher Education | Association of College & Research Libraries (ACRL)
Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Expedited shipping is available for an additional charge. Payments with a check should be sent to: Association of College and Research Libraries Attn: Standards Fulfillment 225 N. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email acrl@ala.org. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. Check for upcoming ACRL eLearning webcasts and online courses. ACRL’s Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Contents IntroductionFrames Introduction Notes 1. 2. 3. 4.
