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:
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.
Paving the way toward inclusive Open Education Resources | floe
Diversity & Inclusive Teaching (Archived)
Overview Both students and faculty at American colleges and universities are becoming increasingly varied in their backgrounds and experiences, reflecting the diversity witnessed in our broader society. The Center for Teaching is committed to supporting diversity at Vanderbilt, particularly as it intersects with the wide range of teaching and learning contexts that occur across the University. The following tips are taken from Barbara Gross Davis’ chapter entitled “Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity and Gender” in her excellent book, Tools for Teaching. We recommend that you read her full text to learn more about the issues and ideas listed below in this broad overview. Davis writes: “There are no universal solutions or specific rules for responding to ethnic, gender, and cultural diversity in the classroom…. Resources to help you achieve an inclusive classroom that fosters diversity are provided below. Inclusive Teaching Strategies Gender Issues
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
What is Inclusion and Diversity?
Culturally responsive learning environments / Pedagogy / The arts / Home - Senior Secondary
Teachers of the arts create culturally responsive learning environments and contexts for all students if they recognise, reflect and validate their history, cultures, and worldviews in the classroom curriculum. The culturally responsive pedagogies used in this guide were developed by the arts writing team and advisors from the University of Auckland to provide teachers with strategies to engage all students in learning. They are about valuing diversity as an asset, and validating culture, language and identity as essential to learning success. They recognise several factors informing education and influencing educational outcomes. These are: The ethnic mosaic of New Zealand’s population is changing, with the Māori, Pacific and Asian ethnic groups making up a growing proportion of the population. Learn more: Population projections issues and trends This guide makes reference to Tātaiako: Cultural Competencies for Teachers of Māori Learners in the pedagogies section. < Back to pedagogy
