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;
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:
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.