Understanding and using inclusive teaching and learning approaches in education and training Task Ai — Briefing Document a The key features of inclusive teaching and learning. Inclusive teaching means recognizing, meeting and adapting to the learning needs of all students, regardless of their age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have different individual learning needs and unequal opportunity.
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. We recommend that you read her full text to learn more about the issues and ideas listed below in this broad overview.
There is a large body of research about inclusive practice in higher education. The list below is not exclusive but suggests a few places to start. As the research tends to focus on specific student groups we have categorised it in this way, e. Although certain groups do have specific requirements, it is important to not categorise students in simplistic ways.
Inclusive education is about looking at the ways our schools, classrooms, programs and lessons are designed so that all children can participate and learn. Inclusion is also about finding different ways of teaching so that classrooms actively involve all children. It also means finding ways to develop friendships, relationships and mutual respect between all children, and between children and teachers in the school.
Introduction It is stated in the National Curriculum that inclusion is a matter which needs to be taken seriously by teachers, since it is their major obligation to ensure that every person in a school or college is given equal opportunities and equal rights as others to learn. Each school has the responsibility to provide a curriculum which meets the specific needs of individuals and groups of students Mittler, Brownlee and Carrington state that the schools need to provide a curriculum which is challenging to every student.
Inclusive teaching refers to practices that support meaningful and accessible learning for all students. The strategies covered on this page aim to recognize the diverse strengths students and instructors bring to class. Including perspectives from groups traditionally absent from a field can provide a fuller and more accurate portrayal of an issue; it also communicates to students that multiple views are valued and engaged.
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Inclusivity in the classroom is a key issue, as students come from a diverse range of backgrounds and bring a variety of learning styles, abilities, and experience to each course. Despite the intricacy of such questions, though, inclusivity in the classroom actually begins with relatively small adjustments that, despite their size, can still ensure that more students are able to take and succeed in courses. Kate and her friend each drove from their house at Dupont Circle in Washington, D.
Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice.