Designing institutional systems that support neurodivergent educators

In higher education (HE) institutions, neurodivergence is currently under-represented (Mellifont, 2021). This opinion piece explores the role of institutional systems in supporting neurodivergent educators who bring unique strengths and perspectives to the classroom. The paper suggests that designing inclusive hiring processes and providing professional development opportunities, mentorship programmes and accommodations in the classroom are ways to support neurodivergent educators. The paper also highlights the benefits of remote or blended work arrangements and discusses the challenges associated with designing institutional systems that support neurodivergent educators. The paper concludes that creating a welcoming and inclusive workplace culture and prioritising essential accommodations are necessary in order to foster a more inclusive and effective learning environment for all students and educators

Know Your Online Learner to Support Academic Success

The global pandemic forced educational institutions to provide accessible online classrooms for their students, which rapidly altered the notions of classroom instruction, student engagement, collaborative learning, and fair assessment. This discourse will consider the experiences of students and parents who have been participating in online learning in virtual classrooms during the past year. To help teachers to promote academic success in the online classroom, this summary will identify and describe practical tips that use a socially just approach to providing online instruction to students from culturally and linguistically diverse backgrounds. These findings are a compilation of success strategies shared from a teacher interview and the personal experiences amalgamated during first-hand remote classroom teacher and student experiences. The main takeaway purports that the critical need to create a culturally inclusive classroom in the distance learning environment is perhaps even more important than in the bricks and mortar setting. This suggests that when designing lessons, educators must ensure that ample time is built in throughout the course for the sustainable development of an inclusive, equitable and safe, online, community learning space where differentiated learning and fair assessments can still take place

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy

A Mandatory Faculty Diversity Workshop: Does It Work?

This article explores the effectiveness of a mandatory training workshop for faculty. Our center for teaching and learning (CTL) was charged with designing and implementing a diversity training workshop for all full-time faculty. The workshop included an introduction to diversity and inclusion, analysis of microaggressions, discussion of inclusive teaching strategies, and practice responding to difficult situations using realistic classroom scenarios. Data were collected on participants’ familiarity and comfort level with diversity and inclusion concepts and situations via identical pre- and post-assessment. A year later, a follow-up survey was administered, which included the original assessment. Assessment and survey responses indicated positive short-term and long-term gains in awareness and use of inclusive teaching strategies

UDL and What it Means for Online Instructors

While designing an inclusive online learning experience is critical for student success, so too is effective implementation. Universal Design for Learning (UDL) goes beyond the initial course design to focus on best practice for delivering content to ensure understanding, providing multiple means of student expression and encouraging active engagement. These are all components of the online classroom determined and enhanced by the instructor. In this informational session, we will explore strategies you can begin using in your online class to best meet the needs of all students

Identifying and catering for gifted learners in an inclusive classroom: A means of reducing delinquency, school drop out rate and increasing national development in Nigeria

A regular classroom contains a diverse group of learners. Learners with very divergent characteristics sometimes. Classroom activities should be planned in such a way that every learner‟s needs are provided for and every learner is guided towards achieving his maximum potential. Failure to do so may lead some learners into delinquent behaviors and some may even drop out. Classroom activities seem to be planned with the average learners and the learning disadvantaged in mind. Most times learning facilitators do not factor in the needs of gifted children when planning classroom activities. It is believed that 6% of students in the public school are gifted. This percentage of students have the capacity to impact positively on national development if their gifts are identified and maximized. However, this seems not to be the case. Only the gifted students who find their way into specialized gifted schools have the privilege of having their gifts developed. The program for selection of students into gifted programs seems to be flawed in climes where statistics exist. To the extent that minority groups and low-income groups seem to be discriminated from assessing gifted programs. The researcher‟s position regarding this situation is that every school prepares for the gifted child as well while selecting and designing learning experiences. That every classroom facilitator be equipped to identify and to cater the needs of the gifted child within the normal inclusive classroom in order that no child‟s gift is ignored. Teacher‟s training programs should include training for identification and catering for gifted children. This will also reduce the rate of delinquency and school drop out that results from boredom of gifted children who are under-challenged and contribute to national development. This paper covers the following areas: Introduction, theoretical framework, the concept of giftedness in the classroom, characteristics of gifted learners, Giftedness as a means for reducing delinquency, school dropout rate and achieving national development, identifying gifted learners, meeting the needs of the gifted child in an inclusive classroom, and conclusion

Teachers' facilitation of learning for learners with disabilities in inclusive classrooms in Tanzania : teachers' use of interactive teaching methods in inclusive classrooms

The purpose of this study was to examine how teachers facilitate learning to learners with disabilities in inclusive classroom. The study seeks to answer the following two main research questions: (1). How teachers' facilitate learning for learners with disabilities in inclusive classroom? (2). what is the effect of using „Teachers for All‟ DVD materials for teachers in influencing teacher-learner interaction, and learner-learner interaction in inclusive classroom? The study was carried out in two selected primary schools situated in Songea Municipality, in Tanzania. Four teachers were purposeful selected as participant of the study. Each of the teachers selected in the study was treated as a case. Qualitative case study design was used in the study. Data had been collected through interview and observation methods. „Teachers for All‟ DVD materials were used for intervention to the selected teachers (case) in the study. The findings of the study show that teachers‟ facilitation of learning to learners with disabilities in inclusive classroom was good for three teachers. The findings obtained from the forth teacher was not good. The use of „Teachers for All‟ DVD materials in the study had brought very encouraging positive results. It led for teachers to improve their facilitation of learning to learners with disabilities in their classroom. Various strategies and techniques had been employed by teachers than the previous findings obtained before intervention. Teachers became more confident; made a mult-use of teaching strategies in involving, encouraging, motivating, eliciting responses, and make learners participate and interact with them. After intervention, the teacher-learner interaction, and learner-learner interaction increased and was more improved. It may be possible that, the materials had stimulated, imparted and shed a new light for teachers‟ understanding of how to manage and teach learners with disabilities in inclusive classroom. Based on the findings, the study concludes with some few recommendations, it includes giving in-service training for teachers, introducing special needs education course (basic introductory courses) for student teachers in teachers colleges, developing and designing flexible curriculum content, provision of adequate teaching and learning resources, and arrangements for seminars and short courses about special needs education for in-service teachers who teach in inclusive classroom without getting basic training in special needs education

An inquiry based instructional planning model that accommodates student diversity

The students in today’s public school classrooms represent great diversity and the struggle of teachers to teach all their students well. This paper describes an inquiry based instructional planning model that reflects lessons from the literature on effective teaching for diverse classrooms. An example of a high school lesson exemplifies the model. The model includes a framework for planning supports for students with extraordinary learning challenges

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

The Effects of Various Classroom Seating Arrangements on English Learners\u27 Academic Achievement

Nelson Mandela once stated, “Education is the most powerful weapon which you can use to change the world” (Duncan, 2013). Education fosters growth-mindsets within an innovative environment. As a future educator, I want to create a classroom environment that is most adaptable and accommodating for students--a space that is diverse, inclusive, and promotes student voices. Creating a student-centered learning environment is beneficial to both academic and social emotional success in school and beyond. I want my students to develop a level of confidence by encouraging them to reach their full potential. With a focus on English Learners, my research project explores if various classroom seating arrangements affect student learning. The purpose of my research is to (1) identify some of the best practices of designing a classroom environment, specifically focused on seating arrangements and (2) secondarily, determine the instructional tactics and teaching methods that foster student growth and positive interaction. My research analyzes qualitative data from a variety of pertinent, scholarly sources. My preliminary analysis indicates that effective seating arrangements promote social interaction and engagement in the classroom; thus, a community of learners is established within a safe, welcoming learning environment. This study, therefore, aims to determine the optimal setting that encourages students to actively partake in their learning through social interaction and level of engagement