Inclusive pedagogy
Remove barriers for all your students by attending to their diversity of backgrounds, needs and interests.
Definition
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.
Benefits
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.
Resources
- Getting to know inclusive pedagogy: a short introduction to orient instructors
- Demystifying inclusive pedagogy: a comprehensive guide to support instructors in starting or continuing to practice inclusive teaching and covering course design, classroom enviornment and course delivery
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)
Consultations
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.
References
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.