scholarly journals Diversity and Inclusion in Education

2021 ◽  
Author(s):  
Rosa Doran ◽  
Priscila Doran
Keyword(s):  
Inclusive Education ◽  
Design Thinking ◽  
Universal Design For Learning ◽  
Learning Design ◽  
Diversity And Inclusion ◽  
Global Science ◽  
The World ◽  
Digital Skills ◽  
Design For Learning ◽  
Knowledge Content

<p>The world of education has many pillars that are equally important but the acceptance of the human nature and the understanding of what it entails is probably the most basic one. We educate students so they can thrive in their profession at a later stage in their lives. We try to empower little brains to embrace their passion and enhance their skills. But we often forget the importance of diversity and inclusion, which are the basic secret of being human. There is no life without diversity and inclusive environments. So where do we start? Well, by ensuring that education is built strongly build upon these pillars, by promoting an inclusive education where all talents and preferences are properly addressed and nurtured. We address these pillars by ensuring that diversity is accepted as normal and something that should be integrated in all learning stages. Empowering educators with the necessary tools to embed these notions in their lessons is key. In this presentation we aim to show to the audience a few efforts we have been lately involved where we use the Universal Design for Learning, Design Thinking and STEAM methodologies to improve the competence profile of educators.</p> <p>We are currently supporting educators from all over the world to cope with the contingencies brought by COVID-19. The lack of digital skills, the need for the integration of innovative methodologies in classroom and the openness of schools for the community they serve is not something new. The current pandemic just brought to light the urgent needs. We are combining components of projects like Reflecting for Change, InSteam, ASSESS, Polar Star and Global Science Opera for Schools to empower them with the necessary tools and resources. Teachers are being invited to rethink the way they present knowledge content, to avoid stereotypes, to embrace diversity as a normal part of their lessons and to ensure inclusion is present at every stage of their interaction with the students.  A summary of this effort will be presented in this talk.</p>

Universal Design for Learning

2021 ◽  
pp. 002205742110319
Author(s):  
Sandra Levey
Keyword(s):  
Second Language ◽  
Students With Disabilities ◽  
Language Learners ◽  
Visual Information ◽  
Universal Design ◽  
Second Language Learners ◽  
Universal Design For Learning ◽  
Design Learning ◽  
The World ◽  
Design For Learning

This review presents the Universal Design Learning (UDL) approach to education. Classrooms have become increasingly diverse, with second language learners, students with disabilities, and students with differences in their perception and understanding information. Some students learn best through listening, while others learn best when presented with visual information. Given the increased number of new language learners across the world, the UDL approach allows successful learning for all students. UDL has allowed students to acquire information more effectively. UDL provides guidance to educators that is especially valuable for the diversity of classrooms and the diversity in modalities in learning,

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 Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation

2021 ◽  
pp. 95-118
Author(s):  
Jolanta Baran ◽  
Tamara Cierpiałowska ◽  
Ewa Dyduch
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Learning Process ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Daily Practice ◽  
Sources Of Information ◽  
Action Research Project ◽  
Design For Learning ◽  
Teaching Learning

AbstractThis chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.

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.

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).

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

2020 ◽  
pp. 002248712096552 ◽  
Author(s):  
Júlia Griful-Freixenet ◽  
Katrien Struyven ◽  
Wendelien Vantieghem
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Empirical Test ◽  
Self Regulation ◽  
Growth Mindset ◽  
Educational Environments ◽  
Design For Learning

Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.

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