background preloader

Inclusive Teaching Resources and Strategies

Inclusive Teaching Resources and Strategies
In any discipline or field, a key goal as well as challenge is supporting the learning of all students. Through programs, consultations, and resources, CRLT supports teachers in creating learning environments where students of all identities and backgrounds can flourish. This page features a range of online resources that define inclusive teaching and provide specific strategies for practicing it. CRLT Resources Overview of Inclusive Teaching at the University of Michigan: This webpage provides a definition and overview of inclusive teaching and its research basis. The Research Basis for Inclusive Teaching: This webpage provides an overview of the kinds of evidence that demonstrate inclusive teaching practices can benefit all students' learning. Principles and Strategies for Inclusive Teaching: This document lists specific strategies for fostering four dimensions of inclusive teaching. Our blog regularly features posts on specific inclusive teaching strategies. Resources from U-M Partners Related:  Inclusive classrooms

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:

Paving the way toward inclusive Open Education Resources | floe 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.

untitled How to apply universal design to any product or environment Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, safety concerns, industry standards, and cost. Often, designers focus on the average user. In contrast, universal design (UD), according to the Center for Universal Design (CUD) at North Carolina State University, "is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design". When UD principles are applied, products and environments meet the needs of potential users with a wide variety of characteristics. UD can be applied to any product or environment. Making a product or an environment accessible to people with disabilities often benefits others. UD is a goal that puts high values on diversity, equality, and inclusiveness. The Process of Universal Design Identify the application.

A.9 Culture and learning environments Old Sun Anglican Aboriginal School, Southern Alberta: note the Union Jack on the board at the back A.9.1 The importance of culture Within every learning environment there is a prevailing culture that influences all the other components. A.9.2 Defining culture I define culture as the dominant values and beliefs that influence decision-making. The choice of content, the skills and attitudes that are promoted, the relationship between instructors and students, and many other aspects of a learning environment, will all be deeply influenced by the prevailing culture of an institution or class (used to mean any grouping of students and a teacher). For instance, parents tend to place their children in schools that reflect their owns values and beliefs, and so the characteristics of learners in that school will also often be influenced by the culture not only of their parents but also of their school. A.9.3 Identifying cultures A.9.4 Culture and learning environments A.9.6 Summary

Inclusive design benefits everyone, not just people with disabilities | CBC Radio Luke Anderson has thought a lot about designing accessible spaces. And he's come to an important conclusion. "It's not us that have disabilities, but it's the places we live, work and play that are disabled," Anderson told Tapestry guest host Christa Couture. The disabling nature of design In his early twenties, Anderson injured his spine in a mountain biking accident. Suddenly, he faced new barriers between him and his favourite places. "My favourite ice cream shop has a step. Experiences like this led Anderson to create StopGap — a project that aims to eliminate access limitations for people with disabilities by installing removable, brightly coloured ramps at businesses with steps. Designing for equal access For Anderson, good design is accessible design. "I always point out curb cuts at intersections," said Anderson. Curb cuts are the small dips at intersections that allow for a smooth transition between the sidewalk and the road. Investing in accessible design Respecting preferences

4.3 Enabling culturally appropriate and relevant learning environments : Doing Better for Māori in Tertiary Settings “…at the heart of successful education for all Māori learners is the provision of a culturally responsive environment” (Kāhui Tautoko Consulting Ltd, 2012a, p.19). There is a strong understanding across the literature that Māori learners are more likely to engage and persist with their studies when they feel that they are a central part of the learning environment, and that they belong. This is particularly important for learners who have experienced being on the margins educationally and socially. Māori learners are more likely to feel a part of the institution if it is culturally relevant to them (Phillips and Mitchell, 2010; Kāhui Tautoko Consulting Ltd, 2012a; Tahau-Hodges, 2010). The construct of whānaungatanga is intrinsic to a sense of belonging in the tertiary education environment. The construct of whānaungatanga is intrinsic to a sense of belonging in the tertiary education environment (Kāhui Tautoko Consulting Ltd, 2012a). Effective teaching and learning environments

What would cities look like if they were designed by mothers? | Christine Murray There’s an architect’s impression of a new development for Greenwich, south-east London, that has caused some outrage on social media. The Elysian rendering of Charlton Riverside features 36 people frolicking in the park, and only one of them is black. Among the white millennials and young children there is also a single older person, gesticulating in a sprightly manner with a walking cane. Architects are overwhelmingly male and pale, young and privileged, and there are legitimate concerns about them designing our cities in their image. Fewer than one in every 10 architects is black, Asian or minority-ethnic, and less than a third of UK qualified architects are women. And the numbers are not improving. Statistics on the creative industries published in July by the Department for Culture, Media and Sport revealed a shocking 10% drop in the number of women in architecture, while the number of black and minority-ethnic architects remains unchanged. … we have a small favour to ask.