Inclusion means that all students, no matter their physical or learning differences, race, religious or ethnic background, sexual orientation, gender, age, or family circumstance, should be treated fairly, with respect, and given equal access to opportunities. This includes opportunities to:
- master disciplinary content and fully engage in disciplinary activities;
- develop the confidence about one’s own abilities, work and ideas;
- develop belief in own ability to learn and improve;
- work together with different people with different skills and viewpoints to realise common goals and objectives;
- engage in critical, reflective, independent thinking;
- become a valued member of the university community (on programme or institutional levels).
Inclusive teaching helps students develop holistically throughout their higher education experience, as a person, scholar and future practitioner. How, and where, do you start thinking about inclusion? There may be no definitive answers, but inclusion is always participatory, and open and welcoming to differences. We highlight four aspects of inclusion as it relates to pedagogy in this toolkit: inclusive practice is accessible, ethical and socially just, flexible, and co-constructive.
Provides resources on how to make your teaching more accessible.
Why and how to liberate your curricula.
Flexible teaching online and on-campus.
Inclusive Teaching is Co-Constructive
Participatory and co-constructive teaching techniques.
Created by Stanford’s student-run First-Generation and/or Low-Income Partnership (FLIP) and Stanford Diversity and First-Generation Office.
All original resources in this toolkit (resources developed by TaLIC at Goldsmiths) are licensed under Creative Commons – Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).