Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments

Abstract

Diversity presents an opportunity to foster deeper learning for our students and ourselves. The previous chapter argues that for diversity to result in substantial and equitable learning gains, it needs to go hand-inhand with intentional, widespread inclusion. At the same time, working to be inclusive of students who are diverse on multiple and intersecting dimensions can feel challenging and even overwhelming to many educators. Being deliberately inclusive in the classroom takes work, and not all faculty have a clear sense of where to start or expand their efforts in this area. Building on these insights, this chapter introduces readers to two broad frameworks-Inclusive Pedagogy and Universal Design for Learningand eight specific strategies for promoting inclusion in diverse educational environments. The chapter is designed to be particularly useful to faculty who may be teaching outside their own cultural comfort zone, and those

Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons

“…For our reflective question rubrics and focus group ideas that we provide in this paper, we focus on the level of lesson implementation because this is where individual instructors have the most influence. However, we also acknowledge that curricula development is also necessary to better incorporate UDL and other pedagogies that help inclusion (Meyer et al, 2014;Sanger, 2020;Schreffler et al, 2019) such as culturally responsive teaching (Wlodkowski & Ginsberg, 1995). We encourage those wanting to be more inclusive to do further reading relevant to scales beyond a single lesson and have provided references earlier in the text in previous sections (see above).…”

“…Universal design for learning (UDL) is an educational framework that can help design classrooms that are inclusive of all students, especially students often marginalized by regular classroom approaches (Meyer et al., 2014; Sanger, 2020; Schreffler et al., 2019). UDL promotes inclusive pedagogy through multiple means of: (a) engagement (“Why”), (b) representation (“What”), and (c) action and expression (“How”) in order to make lessons more inclusive for all learners (Meyer et al., 2014; Sanger, 2020; Schreffler et al., 2019). In other words, UDL suggests multiple ways for getting students motivated and interested (engagement), acquiring information (representation), and demonstrating what they know (action and expression).…”

Twelve tips for using synchronous virtual classroom technologies in medical education

“…Supplement live sessions with resources learners can explore independently and consider posting summaries of major discussion points through LMS announcements or email. To help support inclusivity, avoid or explain culturally specific references and use inclusive language throughout the session to ensure that stereotyping is not present (Gishen and Lokugamage, 2019;Sanger, 2020).…”

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

“…Universalus dizainas ugdymui -tai viena iš naujausių tyrimų rezultatais pagrįsta įtraukiojo ugdymo įgyvendinimo prieiga (Meyer, Rose, & Gordon, 2014). Modelis labiausiai paplitęs JAV, tačiau jo elementai taikomi įvairių pasaulio šalių švietimo sistemose (Rose & Strangman, 2007;Van Boxtel & Sugita, 2019;Nieminen & Pesonen, 2020;Sanger, 2020). Modeliai yra identifikuojami mokslinių tyrimų ir faktinės medžiagos apžvalgos būdu, akcentuojant konceptualius ir jų įgyvendinimo efektyvumą pagrindžiančius elementus.…”