inclusive pedagogy
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2022 ◽  
Vol 3 (1) ◽  
pp. 42-53
Author(s):  
Na’imeh Ahmad.A. Arshood

This paper Information and communication technology (ICT) in education of comprehensive Methodological foundations and concept ,fills two major civilizational functions of personality development: its spiritual, moral, artistic, cultural development and its socialization, as well as the economic function, the reproduction of skilled labor resources for social production. The intensification of the process of obtaining knowledge, the requirements for quality and individualization of the process of obtaining education by different categories of students cause an urgent need to develop and implement a wide range of educational programs that allow everyone who wants to get that education, at the time and place that seem most acceptable to him, regardless of gender, age, social origin and abilities. On the study of the role of education in this context, inclusive pedagogy is aimed.


2022 ◽  
pp. 256-282
Author(s):  
Angelos Sofianidis ◽  
Nayia Stylianidou ◽  
Maria Meletiou-Mavrotheris ◽  
Marios Vryonides ◽  
Xenofon Chalatsis ◽  
...  

The Erasmus+/KA3 project Augmented Assessment “Assessing newly arrived migrants' knowledge in Science and Math using augmented teaching material” aims to address the gap that exists in assessing newly arrived migrant students' prior knowledge in the fields of science and mathematics caused by the linguistic obstacle between them and the teachers. To address this gap, the project will develop the Augmented Assessment Library as well as a teachers' training course focusing on inclusive assessment and augmented reality. The chapter outlines the theoretical orientations of the project (augmented assessment bridges) and discusses the elements that comprise them focusing on the connections among inclusive pedagogy, visual representations in science and math education, multimodality, and augmented reality. It also describes the pedagogical framework underpinning the design of the Augmented Assessment Training Course as well as the main innovation of the project which is the Augmented Assessment Library and its pedagogical value for assessment.


2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Kelly Erby ◽  
Melanie Burdick ◽  
Sandra Winn Tutwiler ◽  
Dan Petersen

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that meaningfully helped them push through difficulties and sustain their journeys toward inclusive pedagogy.


2021 ◽  
Vol 6 ◽  
Author(s):  
Michael R. Romano ◽  
Erika Díaz-Almeyda ◽  
Tenzin Namdul ◽  
Yeshi Lhundup

Dialogue-based learning is an inclusive pedagogy that leverages epistemological pluralism in the classroom to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and promote novel contributions in applied ethics. The framework emerged from the Buddhism-science dialogue and our experiences teaching science courses for Tibetan Buddhists in India through the Emory-Tibet Science Initiative. Buddhism and science are two modes of inquiry that emphasize critical inquiry and empiricism, yet navigating complementarities and points of friction is challenging. Our proposed framework aims to raise awareness of onto-epistemological assumptions to convert them from obstacles into assets in dialogue. In drawing attention to epistemological orientations, our framework demonstrates that receptivity to other ways of knowing fosters clarity in one’s own views while creating space for new and enriching perspectives. In this article, we contextualize the Buddhism-science dialogue, explore the development of our dialogue-based learning framework, and demonstrate its application to a novel exchange about the COVID-19 pandemic. Broader aims of the framework include increasing scientific literacy and advancing transdisciplinary research.


2021 ◽  
Vol 32 (2) ◽  
pp. 148-173
Author(s):  
Dušana Podlucká

The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.


2021 ◽  
pp. 1-5
Author(s):  
Elena Barham ◽  
Colleen Wood

ABSTRACT The “hidden curriculum” in academia represents a set of informal norms and rules, expectations, and skills that inform our “ways of doing” academic practice (Calarco 2020). This article suggests that relying on informal networks to provide access to instruction in these skills can reinforce preexisting inequalities in the discipline. Drawing on a pilot program that we developed and implemented in our own department, we provide a model for formalizing instruction and equalizing access to training in these professionalizing skills. Drawing on the literature on inclusive pedagogy, as well as our own implementation experience, we advance four recommendations for scaling and transporting instruction in the “hidden curriculum” to other departments.


2021 ◽  
pp. 1476718X2110511
Author(s):  
Kate Attfield

Within the education academic arena, there is almost no established research on the alternative Waldorf (or Steiner) education movement in the US or UK. This primary research investigates Rudolf Steiner’s philosophy of early childhood Waldorf education, and its child-centered and inclusive core. Ten kindergarten teachers in the US and UK educating children ages three through seven were interviewed on their values and practices, and on intrinsic notions of inclusion, which are scrutinized according to Lani Florian's inclusive pedagogy. Contrasting interpretation among practitioners on educating diverse learners emerge. US and UK Waldorf education appear situationally different, and yet the underlying educational ethos fundamentally remains the same. An anthroposophical understanding of the human being, and ‘the will’ of the kindergarten child who learns through imitation and play, underlies this far-sighted, holistic basis. Recommendation is for Waldorf early childhood studies to enhance transnational networks among themselves, and to make connections with broader academic educational clusters, in particular those on inclusion.


2021 ◽  
Vol 12 ◽  
Author(s):  
Min Yang ◽  
Chao Yu

Students should receive appropriate and comprehensive educational opportunities regardless of their ethnicity, gender, and even probable disabilities or exceptionalities. For this purpose, governments and educational boards have agreed to investigate the concept of inclusive education as a new paradigm where students can benefit from materials and classroom environment whether they are ordinary students or students with special needs. Chinese educational government has also adopted inclusive education within its pedagogic program since the middle of the 1990s. In this regard, some well-known researchers highlighted the impact of teachers' attitudes, sentiments, and concerns in inclusive education as a driving force toward student support and rapport. Moreover, the cultural background has also been emphasized in studies of inclusive education. Hence, it is necessary to employ the proposed and standardized attitude, sentiment, and concern scales, as well as the translated version to measure the factors affecting the proper implementation of inclusive pedagogy. The present study was an attempt to review related studies on teachers' attitudes and sentiments, particularly in China. Findings suggest that cultural differences might not necessarily contribute to the successful implementation of inclusive programs; however, pre-service or in-service teachers have demonstrated that higher levels of sentiment (efficacy), as well as positive attitude, can lead to the efficient provision of materials and building a supportive classroom environment for ordinary students and more importantly student with special needs.


2021 ◽  
pp. 91-112
Author(s):  
Annjanette Ramiro Alejano-Steele

For university instructors who teach human trafficking as a comprehensive course, design decisions often begin with determining scope, disciplinary orientation, and learning goals. Further decisions involve pedagogical approaches and how to best support and sustain student learning. With civic engagement principles, universities can situate themselves within local anti-trafficking initiatives by offering courses to expand organisational capacities to end human trafficking. Using Human Trafficking 4160 at Metropolitan State University of Denver as an example, this paper provides key design questions to create a civically-engaged multidisciplinary course, partnered with agencies statewide, and equipped to support students primed for social justice and systems change. It offers suggestions for community partnerships to deliver content and co-create learning activities. It also provides pedagogical techniques to facilitate inclusive, trauma-informed learning spaces.


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