12: Weaving Promising Practices for Inclusive Excellence into the Higher Education Classroom

Salazar, María del Carmen; Norton, Amanda Stone; Tuitt, Frank

doi:10.3998/tia.17063888.0028.016

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…The second and third key issues are related: the invisibility of diverse peoples and/or hypervisibility and deficit portrayals of people from minoritized groups. Scholars have long noted the importance of critical reflection on whom a course includes or excludes (del CArmen sAlAzAr et al, 2009;gAir & mullins, 2002;sidmAn-tAVeAu & hoFFmAn (2019). Specifically, Sidman-Taveau and Hoffman (2019) encourage teachers to evaluate their curricula for "misrepresentation or gaps in representation of diverse" peoples (p. 124).…”

Section: Workhop 2: Inclusive Course Designmentioning

confidence: 99%

Fostering Inclusion Through Professional Development: The Case of Faculty Workshops at the University of Rhode Island A Chapter Submitted for: Challenging Higher Education in the 21st Century

Vaccaro

2022

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In the United States, post-secondary institutions have enacted a variety of approaches to foster inclusion of diverse students. Some efforts (e.g., training, workshops) are aimed at teachers, who spend significant time with students, and thus, have a direct influenceon whether, and how, students feel included. This study provides rich detail about a series of professional development workshops at one U.S. institution. The goals of the workshops were to increase instructor knowledge of inclusion and to offer tangible strategies for fostering it in their spheres of influence. The manuscript details the history, design, implementation, and selected outcomes of the Inclusion Workshops for Faculty.

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Section: Workhop 2: Inclusive Course Designmentioning

confidence: 99%

Fostering Inclusion Through Professional Development: The Case of Faculty Workshops at the University of Rhode Island A Chapter Submitted for: Challenging Higher Education in the 21st Century

Vaccaro

2022

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Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Puri,

Mahat,

Khati

2024

EDU

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Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

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Peer-mentorship and first-year inclusion: building belonging in higher education

van der Velden,

Meeuwsen,

Fox

et al. 2023

BMC Med Educ

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Background An inclusive academic environment is pivotal to ensure student well-being and a strong sense of belonging and authenticity. Specific attention for an inclusive learning environment is particularly important during a student’s transition to higher education. At Utrecht University’s Medical School, explorative interviews with students from minority groups indicated they did not always feel included during the orientation programme of their academic education. We, therefore, developed a bias awareness training with theoretical and practical components on diversity and inclusion for peer-mentors who are assigned to each first-year student at the start of university. Methods At the end of the orientation programme, we investigated the effectiveness of the training for two consecutive years using two measurements. Firstly, we investigated the behavioural changes in the peer-mentors through a (self-reporting) questionnaire. Additionally, we measured the perceived inclusion of the first-year students, divided into belonging and authenticity, using a validated questionnaire. Results Our results show that peer-mentors found the training useful and indicated it enabled them to create an inclusive atmosphere. Overall, students experienced a high level of inclusion during the orientation programme. After the first year, the bias training was adjusted based on the evaluations. This had a positive effect, as mentors felt they were significantly more able to provide an inclusive orientation in the second year of this study. In line with this, students experienced an increased level of authenticity specifically due to the peer-mentor in the second year as compared to the first. Conclusions We conclude that training peer-mentors is an effective way to increase awareness and to ensure an inclusive atmosphere during the start of higher education.

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12: Weaving Promising Practices for Inclusive Excellence into the Higher Education Classroom

Cited by 3 publications

References 7 publications

Fostering Inclusion Through Professional Development: The Case of Faculty Workshops at the University of Rhode Island A Chapter Submitted for: Challenging Higher Education in the 21st Century

Fostering Inclusion Through Professional Development: The Case of Faculty Workshops at the University of Rhode Island A Chapter Submitted for: Challenging Higher Education in the 21st Century

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Peer-mentorship and first-year inclusion: building belonging in higher education

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