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.
WAVE Web Accessibility Tool
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.
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
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.
GOING DIGITAL: Faculty Pespectives on Digital and OER Course Materials — The Campus Computing Project
Although the movement in course materials in colleges and universities is clearly from print towards digital, the survey data suggest it will be a slow process. Asked when they thought the majority of their course materials would be primarily digital, fully a fourth of the surveyed faculty indicated “never,” while another 9 percent said by fall 2022, and 17 percent indicated by fall 2020. In contrast, fully a sixth (16 percent) reported that majority of their current course materials were digital as of fall 2015, and a third (34 percent) anticipated primarily digital course materials by fall 2018. However, despite what appears to be faculty resistance to going digital for course materials, just over two-thirds (69 percent) of the survey participants agreed/strongly agreed that they have used or would like to use “curricular materials that make use of adaptive learning technologies.”
