Guidelines for Creating Inclusive Classrooms

1. Guidelines for Creating Inclusive Classrooms If we begin by asking at the question, “What factors make it difficult for kids to succeed in school/pose extra challenges to them in school?” it helps lay the foundation for us to respond as teachers. Many of these factors are beyond our control, but even our being aware of them can help make us more understanding when students struggle, and in some cases help us reduce greatly these challenges. The next step in addressing these challenges is also to ask what factors contribute to student success, as this guides us in providing some ideas to structure our classrooms and teaching for success for all students.

2. Factors That Challenge • Conflict in cultural beliefs & practices • Teacher assumptions about home • Lack of access to resources • Student outside commitments • Abilities & disabilities that are not understood • Poverty issues • Homelessness or unstable living circumstances • Dysfunctional home life (abuse, alcoholism, drugs)

3. Success Factors • Understanding of expectations • Support from home based on 2-way understanding • Help from home based on guidance from school • Understanding adults who listen • Home person attending functions • Seeing self & in school & curric • Universal design of school & class • Success & opportunities to succeed • Having ideas included • Seeing connections to their lives

4. Dimensions of Multicultural Education (Banks, 1999) • Content integration: uses egs, data, info from variety of cultures • Knowledge construction:help Ss understand how knowledge is created & influenced by culture, race, ethnicity, social position of individuals and gps • Prejudice reduction: devel. +ve relationships, democratic & tolerant attitudes toward others. • Equity pedagogy: teach in ways that facilitate success of all Ss. • Empowering school culture: organization & practices

5. Universal Design The design of products and environments to be used by all people, to the greatest extent possible, without the need for adaptation or specialized design.

6. Principles for Applying UID • Create a welcoming classroom climate. • Determine essential components • Provide clear expectations and feedback • Incorporate natural supports for learning • Use multi modal instructional methods • Provide for a variety of ways of demonstrating knowledge • Use technology to enhance learning • Encourage faculty-student contact

7. Applying UID • Players: Institution, faculty, students • Classroom climate, technological supports, natural supports • Issues: Expression, expectations, engagement, feedback

8. Adaptations • ADHD - structure class so activity changes • Phys Disab - arrangement of class (mobility) • Prepare written materials ahead of time, possible in caps or with caps alternative • Build success opportunities so Ss can shine or can express through strengths • Ss who are blind: markers that smell • Use different ways of learning • Different facilities: adapt multiple facilities

9. Adaptations cont • Slower pacing (strats that help teacher slow down) • More visuals • Art - for blind Ss - use texture, 3 D • Have handouts with lecture outline - follow along • Use of adaptive equipment or even playing field by having all simulate .. • Hearing impairments: connect to Ss interest (e.g. math) • Hear & see - -at same time; larger font

10. Adaptations cont • Students who work quickly, have back-up assignments (sponges). • Hearing impaired: speak & enunciate well, face the class (read lips) • Phys. disabilities -- let other students work with SWD