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Inclusive pedagogy

Remove barriers for all your students by attending to their diversity of backgrounds, needs and interests.


Inclusive pedagogy is a teaching approach that considers the individual, curricular, and social factors influencing a student's ability to learn effectively. It aims to meet the needs of students with different backgrounds, approaches to study, and capabilities. By implementing inclusive pedagogical strategies, instructors can facilitate learning where all students feel valued and capable of achieving success.


Inclusive teaching offers numerous advantages for both instructors and students, including:

  • Allows instructors to connect and engage with diverse students, creating a more dynamic and interactive learning environment;
  • Ensures that course materials are relevant and relatable to all students, improving students' connection with and application of course learnings;
  • Enhances students' comfort in the classroom, improving participation;
  • Supports all students in their academic success;
  • Stimulates engaged learning, creativity, and critical thinking;
  • Promotes collaboration among students; and
  • Encourages learning from different perspectives.


Research on inclusive pedagogy

Inclusive pedagogy is a varied field that encompasses research and evidence-based practices around topics such as:

  • Universal Design Learning principles
  • Asset-based vs deficit-based models (Valencia, 1997; Kepple et al., 2020)
  • Inclusion and belonging as factors for academic success (Walton & Lloyd, 2011; Taff & Clifton, 2022)
  • Inclusive teaching in STEM (Dewsbury, 2017)
  • Multiple Intelligence Theory as a framework for inclusion (Barrington, 2004)


We invite you to get in touch for a consultation on topics, including but not limited to: 

  • Intercultural teaching, 
  • Diversity statements, 
  • Creating an inclusive syllabus, and
  • Managing challenging moments in the classroom.

Upcoming related events

No upcoming events at this time.


Barrington, E. (2004). Teaching to student diversity in higher education: How multiple intelligence theory can help. Teaching in Higher Education, 9 (4), 421–434.

Dewsbury, B. M. (2017). On faculty development of STEM inclusive teaching practices. FEMS Microbiology Letters, 364 (18), fnx179.

Kepple, C., Tilahun, M., Matti, N., & Coble, K. (2020). Pedagogy training for the development of GTA mindsets and inclusive teaching practices. Paper presented at Physics Education Research Conference 2020, Virtual Conference.

Taff, S. D., & Clifton, M. (2022). Inclusion and belonging in higher education: A scoping study of contexts, barriers, and facilitators. Higher Education Studies, 12 (3), 122–133.

Valencia, R. R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. The Falmer Press/Taylor & Francis.

Walton, E., & Lloyd, G. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331 (6023),1447–1451.

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