Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability

2016 ◽  
Vol 86 (3) ◽  
pp. 366-389 ◽  
Author(s):  
Federico R. Waitoller ◽  
Kathleen A. King Thorius
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Culturally Sustaining Pedagogy ◽  
Cross Pollination ◽  
Interdisciplinary Dialogue ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
Education Agenda ◽  
Language And Ethnicity

In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

Pedagogy for Inclusive Education

2017 ◽  
Author(s):  
Tim Loreman
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Approach ◽  
Late 20Th Century ◽  
Basic Principles ◽  
Academic Literature ◽  
Inclusive Learning ◽  
Design For Learning ◽  
Inclusive Pedagogy

A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework.

Strategic Coalitions Against Exclusion at the Intersection of Race and Disability—A Rejoinder

2017 ◽  
Vol 87 (2) ◽  
pp. 251-257 ◽  
Author(s):  
Kathleen A. King Thorius ◽  
Federico R. Waitoller
Keyword(s):  
Disability Studies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Culturally Sustaining Pedagogy ◽  
Design For Learning ◽  
Inclusive Pedagogy

Here Kathleen A. King Thorius and Federico R. Waitoller respond to Harvard Educational Review's Spring 2017 forum on their 2016 article “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.” The forum invited six scholars from the field of disability studies who have helped create and spread culturally sustaining pedagogy to discuss the opportunities and challenges of “cross-pollinating” these two approaches. The authors rejoin the conversation, clarifying and expanding on the forum's comments.

scholarly journals VALUES SUPPORTING THE SUSTAINABILITY OF INCLUSIVE EDUCATION IN DIFFERENT PRACTICES

2021 ◽  
Vol 2 ◽  
pp. 192-202
Author(s):  
Alvyra Galkiene
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Educational Practices ◽  
Scholarly Literature ◽  
The Real ◽  
Real Existence ◽  
Design For Learning ◽  
Fundamental Values

This article analyses how fundamental values underpin educational practices that have emerged in the development of society and create the preconditions for the sustainability of inclusive education. Through the analysis of the scholarly literature, the expression of inclusive values in the application of approaches to integrated, individualised inclusive education and Universal Design for Learning is analysed. It has been established that the effectiveness of inclusive education is substantiated in practices which are based on real existing inclusive values: equity, equality, communality and respect for diversity. Based on the results of the study, it is concluded that the sustainability of inclusive education coincides with the real existence of inclusive values in practice, equally applying to all students.

scholarly journals Reimagining Disability and Inclusive Education Through Universal Design for Learning

2017 ◽  
Vol 37 (2) ◽  
Author(s):  
Jan Doolittle Wilson
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
White Male ◽  
Instructional Materials ◽  
Learning Goals ◽  
Regular Classroom ◽  
Wide Range ◽  
Design For Learning

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

scholarly journals And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

2019 ◽  
Vol 68 (1) ◽  
pp. 226-249 ◽  
Author(s):  
Rick Coppola ◽  
Rebecca Woodard ◽  
Andrea Vaughan
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Classroom Community ◽  
Cultural Pluralism ◽  
Spoken Word ◽  
Spoken Word Poetry ◽  
Culturally Sustaining Pedagogy ◽  
Design For Learning ◽  
Grade Classroom

This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

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