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Inclusive teaching i n practice

Inclusive teaching i n practice. Dr Natalie Brown Tasmanian Institute of Learning and Teaching. Inclusive practice is good practice for all students. What does it mean to be inclusive? Inclusive of whom? Valuing diversity – a disposition Reducing Exclusion? Knowing our students.

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Inclusive teaching i n practice

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  1. Inclusive teaching in practice Dr Natalie Brown Tasmanian Institute of Learning and Teaching

  2. Inclusive practice is good practice for all students What does it mean to be inclusive? • Inclusive of whom? • Valuing diversity – a disposition • Reducing Exclusion? • Knowing our students

  3. Social model of inclusion People with impairments are disabled by the fact that they are excluded from participation within the mainstream of society as a result of physical, organisational and attitudinal barriers. (Carson, 2009) • If you view the problem as belonging to the students – then we are limited as far as the solutions go • If we view it as society’s [the university’s] problem, then we have the potential to come up with benefits for all eg Captioning on television Curb cuts

  4. Inclusive practice is good practice for all students How can we be inclusive? • Universal Design for Learning (Rose & Meyer) • Teaching low SES students (Devlin & O’Shea) • Inclusive Practice in 5 (Brown & West)

  5. What is Universal Design for Learning? • Universal Design for Learning (UDL) is a research-based framework for designing curricula—that is, educational goals, methods, materials, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students. (CAST, n.d.; http://www.cast.org/udl/faq/index.html)

  6. 3 principles underpinning Universal Design for Learning Providing options for: REPRESENTATIONSPresenting information and content in different ways (the "what" of learning) ACTIONS AND EXPRESSIONS • Differentiating the ways that students can express what they know (the "how" of learning) ENGAGEMENT • Stimulating interest and motivation for learning (the "why" of learning) A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and retro-fitted changes to curriculum unnecessary.

  7. What is the key advice about teaching low SES students? 1. Teachers are approachable and available to guide student learning. 2. Teachers are enthusiastic, dedicated and have rapport with students. 3. Teachers use language and examples that students can understand. 4. Teachers provide clear expectations in relation to assessment. Devlin & O’Shea (2011).

  8. Inclusive Practice in 5 • BE approachable • BE proactive • BE planned • BE flexible • BE human (Brown & West, 2010)

  9. Brown, N. & West, M, 2010. CATS Final Report www.cats.edu.au • Carson, G. (2009). The Social Model of disability. Scottish Accessible Information Forum (SAIF) • CAST, n.d.; http://www.cast.org/udl/faq/index.html • Devlin. M. & O’Shea, H. (2011). Teaching students from low socioeconomic status backgrounds: A brief guide for University Teaching Staff. Higher Education Research Group, Deakin. (http://www.lowses.edu.au/files/resources.htm)

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