CREATING A SAFE ENJOYABLE ENVIRONMENT FOR TEACHING AND LEARNING THROUGH THE USE OF RHYMES AND SONGS: AN INCLUSIVE PEDAGOGY PERSPECTIVE

While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom.

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Introduction to Special Issue on Universal Design for Inclusive Pedagogy and a Future Research Agenda

Education Sciences ◽

10.3390/educsci8040203 ◽

2018 ◽

Vol 8 (4) ◽

pp. 203

Author(s):

David Arendale

Keyword(s):

Postsecondary Education ◽

Teaching And Learning ◽

Universal Design ◽

Future Research ◽

Special Issue ◽

Student Interactions ◽

Innovative Teaching ◽

Elementary And Secondary Education ◽

Future Research Agenda ◽

Inclusive Pedagogy

This Special Issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences to promote access and equity. While our colleagues in elementary and secondary education have been addressing this issue for many years, postsecondary education is a newer field for this approach. The six articles in this issue break new ground with regards to expanding the boundaries of Universal Design (UD). Areas explored in this Special Issue are transformed curriculum, innovative teaching and learning practices, cross-national and cross-cultural student interactions, application of UD to academic pathways, and UDIP embedded into the institutional culture and policies. The central themes of the articles are increased access, equity, and social justice for all students.

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Inclusive Teaching as a Critical Skill for Educators in the 21st Century

Advances in Early Childhood and K-12 Education - Cultivating Inclusive Practices in Contemporary K-12 Education ◽

10.4018/978-1-5225-5727-2.ch009 ◽

2019 ◽

pp. 190-218

Author(s):

Reginald Botshabeng Monyai ◽

Selina Ramapela ◽

Jeanette Ramollo

Keyword(s):

Literature Review ◽

Inclusive Education ◽

21St Century ◽

Teaching And Learning ◽

Learning Situation ◽

Inclusive Pedagogy ◽

Inclusive Teaching

The chapter recognizes that the need for accommodating all the learners in a teaching and learning situation is better accompanied by an inclusive teaching attitude and, therefore, practice. An extensive desktop literature review is used to explain the idea of inclusive teaching as a critical skill for educators in the 21st century. The chapter gives an overview of the conceptualization and contextualization of inclusive education, followed by the theoretical underpinnings of inclusive pedagogy. Most importantly, for the 21st century setup, the chapter advances thoughts of employing technology to promote inclusive pedagogy.

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Strategizing Inclusivity in Teaching Diverse Learners in Higher Education

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2019.16.1.5 ◽

2019 ◽

Vol 16 (Number 1) ◽

pp. 105-128

Author(s):

Rosna Awang-Hashim ◽

Nena P.Valdez

Keyword(s):

Higher Education ◽

Professional Development ◽

Teaching And Learning ◽

Equal Opportunity ◽

Continuing Professional Development ◽

Diverse Learners ◽

Faculty Professional Development ◽

Diversity And Inclusion ◽

Inclusive Pedagogy ◽

Essential Knowledge

Purpose - As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning. Methodology - Participants were nine academicians (6 males and 3 females) who emerged from natural retention along the iterative cycles on Community of Practice (CoP) participation. The present study adopted CoP as the theoretical lens and a methodological tool to understand what strategies higher education practitioners devise for their inclusive teaching and learning practices in response to the diversity related challenges. The data was collected through a series of observations and reflective journals. Initially, thematic analysis techniques were used to reduce data into two categories- strategies and challenges. Later, according to the prevalence and frequency count the strategies were analysed against the challenges reported and finally the strategies were reduced into major themes. Findings - Three major themes emerged that report the inclusive strategies conceived by the participants. The themes were - Inclusive/differentiated assessment which suggested that creating differentiated assessment that are inclusive in nature and can provide equal opportunity to every student to participate. The second theme, Motivation and Goal Strategies, revealed that students were found to be diverse in their goals for learning, hence, a variety of motivational strategies such as including students’ voice, providing them a clear rationale for studying and fostering relatedness were deemed suitable to address those differences. The final theme, inclusive pedagogy suggests a variety of accommodations to be made in pedagogy such as integrating technology, adopting culturally responsive material and initiating collaborative learning to address students’ differences. Significance -The findings have implications for faculty professional development, classroom teaching practices for inclusive pedagogy in higher education institutions and use of CoP as a framework for such developments.

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Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning

Teaching & Learning Inquiry The ISSOTL Journal ◽

10.20343/teachlearninqu.8.1.2 ◽

2020 ◽

Vol 8 (1) ◽

pp. 4-23

Author(s):

Kasturi Behari-Leak

Keyword(s):

Teaching And Learning ◽

Theory Of Change ◽

Annual Conference ◽

Social Imagination ◽

Scholarship Of Teaching ◽

Global Curriculum ◽

Social Mapping ◽

Inclusive Pedagogy ◽

Forms Of Knowledge

In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship.

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.61 ◽

2008 ◽

Vol 11 (2) ◽

pp. 61-66

Author(s):

Jennifer C. Friberg

Keyword(s):

Continuing Education ◽

Teaching And Learning ◽

Classroom Setting ◽

Educational Tool ◽

Instructional Tool ◽

Online Classroom ◽

Potential Applications ◽

Education Tool ◽

Professional Learners ◽

Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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