Equitable and inclusive education

Search this site Submit Search Menu • Browse Topics • Supporting Students • Inclusive Support • Accessibility • Support Resources for Students • Professional Development • Workshops & Programs • Request a workshop • Join A Community • Get Feedback On Teaching • Technology • Tech-enhanced Teaching • Tech Support • Educational Technology Tools • Policy & Guidance • Teaching Guides • Foundations of Course Design • Theory to Practice • TEACH Framework • Teacher-centered vs. Student-centered course design • Technology Integration Framework • Instructional Design Framework • Defining Course Modalities • Course Planning • Creating Learning Outcomes • Design Principles for Canvas • TAs and the Teaching Team • Optimizing the Syllabus • Using Academic Technologies • Equipment Loans and Support • Feedback and Assessment • Formative Assessment and Feedback • Summative Assessment and Feedback • Academic Honesty and Stanford's Honor Code • Learning Activities • Increasing Student Engagement • Improving Teaching Effectiveness • Gathering Student Feedback • Course Evaluations and End-term Student Feedback • Professional Development Opportunities • Inclusive Teaching Guide • Getting Started with Inclusive Teaching • Overview of Inclusive Teaching Practices • Ten Strategies to Promote Student Flourishing • What I Wish My Professor Knew • Planning an Inclusive Course • Building an Inclusive Syllabus • Designing an Accessible Course • Equity and Inclusion in STEM Lab Courses • Supporting Dive...

There are two approaches for supporting students that are based on whether they promote equality, or equity. • Equality: Providing equal support to all students. For example, this support could include the same guided instruction, scaffolded materials or additional time to complete an assignment. • Equity: Providing unique support according to individual needs, through a process called differentiation. This support could include a scaffolded worksheet, visual aids, technology support or cooperative learning structures, but differs by student need (George Washington University, 2020). The goal of equitable teaching is to provide needs-based support to ensure equitable learning opportunities. While the goal of equal support in a classroom is better than providing no support, it does not necessarily provide the support needed for all students to have the opportunity to succeed. This is a complex and evolving issue. The objective of an inclusive classroom is for all students to be valued in the classroom for their diverse abilities, experiences and perspectives. This is accomplished through methods, strategies and materials that are not only diverse (related to race ethnicity, gender, sexual orientation, culture, religion, mental and physical ability, and socio-economic status), but also accessible (limiting barriers of access to all students). In an equitable and inclusive classroom every student has equal access to learning, is treated equitably by the learning community, an...

“Welcome to jail.” That’s how a student described his Florida high school to a teacher. From the metal detectors at the front doors, to the shuttered windows blocking any sunlight from entering classrooms, to how administrators and security look—literally— down on students during their lunch hour in the central courtyard from the upper levels, watching their every move. The teacher shared all of these examples to demonstrate how “the actual architecture and classroom set ups contributed to feelings of not belonging” for her young students. 1 This is unacceptable. If publicly funded school architecture results in students not feeling like they belong—just as it did for the Florida student—this harms their social and emotional well-being and academic outcomes. Children should always be—and feel—physically safe at school. That’s the absolute lowest baseline: clean air and water, schools with dependable physical infrastructure, etc. But that’s nowhere near enough to foster student learning, especially in a time of tremendous trauma and loss. Children need—and deserve—to feel like they belong in their school’s learning community, like they’re emotionally safe and celebrated. As school districts across the country receive $13.2 billion through the in partnership with the surrounding communities. Schools are a part of the infrastructure that is fundamental to advancing educational equity, and the goals of equity cannot be achieved if the families that a school serves do not have ...

“Building a truly inclusive education system is the only way to achieve SDG 4 for all children”: International Disability Alliance June 25, Geneva The International Disability Alliance (IDA) – a representative voice of one billion people with disabilities around the world, has released its first global report on Inclusive Education. Titled ‘What an inclusive, equitable, quality education means to us – Report of the International Disability Alliance’, it is the culmination of a two-year process of building a consensus and a cross-disability perspective from the disability rights movement on how the Sustainable Development Goal 4 on education can be achieved in line with the UN Convention on the Rights of Persons with Disabilities (UNCRPD). Quicklinks: • • • The “The IDA report comes at a very opportune time when UNESCO has released its Global Education Monitoring (GEM) Report on inclusive education just this week. We are very happy to note that the core messages of both reports are aligned and put learner diversity at the heart of inclusive education,” said Ana Lucia Arellano, Chair of IDA. Echoing this thought, Dr. Ruth Warick, President of the International Federation of Hard of Hearing People and member of the IDA Task Team on Inclusive Education said, “In the report, we have emphasised the need to look at inclusive education as the basis for educational transformation and not as an add-on meant only for learners with disabilities.” This principle is reflected in the UNE...

“Welcome to jail.” That’s how a student described his Florida high school to a teacher. From the metal detectors at the front doors, to the shuttered windows blocking any sunlight from entering classrooms, to how administrators and security look—literally— down on students during their lunch hour in the central courtyard from the upper levels, watching their every move. The teacher shared all of these examples to demonstrate how “the actual architecture and classroom set ups contributed to feelings of not belonging” for her young students. 1 This is unacceptable. If publicly funded school architecture results in students not feeling like they belong—just as it did for the Florida student—this harms their social and emotional well-being and academic outcomes. Children should always be—and feel—physically safe at school. That’s the absolute lowest baseline: clean air and water, schools with dependable physical infrastructure, etc. But that’s nowhere near enough to foster student learning, especially in a time of tremendous trauma and loss. Children need—and deserve—to feel like they belong in their school’s learning community, like they’re emotionally safe and celebrated. As school districts across the country receive $13.2 billion through the in partnership with the surrounding communities. Schools are a part of the infrastructure that is fundamental to advancing educational equity, and the goals of equity cannot be achieved if the families that a school serves do not have ...

There are two approaches for supporting students that are based on whether they promote equality, or equity. • Equality: Providing equal support to all students. For example, this support could include the same guided instruction, scaffolded materials or additional time to complete an assignment. • Equity: Providing unique support according to individual needs, through a process called differentiation. This support could include a scaffolded worksheet, visual aids, technology support or cooperative learning structures, but differs by student need (George Washington University, 2020). The goal of equitable teaching is to provide needs-based support to ensure equitable learning opportunities. While the goal of equal support in a classroom is better than providing no support, it does not necessarily provide the support needed for all students to have the opportunity to succeed. This is a complex and evolving issue. The objective of an inclusive classroom is for all students to be valued in the classroom for their diverse abilities, experiences and perspectives. This is accomplished through methods, strategies and materials that are not only diverse (related to race ethnicity, gender, sexual orientation, culture, religion, mental and physical ability, and socio-economic status), but also accessible (limiting barriers of access to all students). In an equitable and inclusive classroom every student has equal access to learning, is treated equitably by the learning community, an...

“Building a truly inclusive education system is the only way to achieve SDG 4 for all children”: International Disability Alliance June 25, Geneva The International Disability Alliance (IDA) – a representative voice of one billion people with disabilities around the world, has released its first global report on Inclusive Education. Titled ‘What an inclusive, equitable, quality education means to us – Report of the International Disability Alliance’, it is the culmination of a two-year process of building a consensus and a cross-disability perspective from the disability rights movement on how the Sustainable Development Goal 4 on education can be achieved in line with the UN Convention on the Rights of Persons with Disabilities (UNCRPD). Quicklinks: • • • The “The IDA report comes at a very opportune time when UNESCO has released its Global Education Monitoring (GEM) Report on inclusive education just this week. We are very happy to note that the core messages of both reports are aligned and put learner diversity at the heart of inclusive education,” said Ana Lucia Arellano, Chair of IDA. Echoing this thought, Dr. Ruth Warick, President of the International Federation of Hard of Hearing People and member of the IDA Task Team on Inclusive Education said, “In the report, we have emphasised the need to look at inclusive education as the basis for educational transformation and not as an add-on meant only for learners with disabilities.” This principle is reflected in the UNE...

Search this site Submit Search Menu • Browse Topics • Supporting Students • Inclusive Support • Accessibility • Support Resources for Students • Professional Development • Workshops & Programs • Request a workshop • Join A Community • Get Feedback On Teaching • Technology • Tech-enhanced Teaching • Tech Support • Educational Technology Tools • Policy & Guidance • Teaching Guides • Foundations of Course Design • Theory to Practice • TEACH Framework • Teacher-centered vs. Student-centered course design • Technology Integration Framework • Instructional Design Framework • Defining Course Modalities • Course Planning • Creating Learning Outcomes • Design Principles for Canvas • TAs and the Teaching Team • Optimizing the Syllabus • Using Academic Technologies • Equipment Loans and Support • Feedback and Assessment • Formative Assessment and Feedback • Summative Assessment and Feedback • Academic Honesty and Stanford's Honor Code • Learning Activities • Increasing Student Engagement • Improving Teaching Effectiveness • Gathering Student Feedback • Course Evaluations and End-term Student Feedback • Professional Development Opportunities • Inclusive Teaching Guide • Getting Started with Inclusive Teaching • Overview of Inclusive Teaching Practices • Ten Strategies to Promote Student Flourishing • What I Wish My Professor Knew • Planning an Inclusive Course • Building an Inclusive Syllabus • Designing an Accessible Course • Equity and Inclusion in STEM Lab Courses • Supporting Dive...