Diverse Classrooms, Inclusive Teaching

The book chapter 'Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments' by C. S. Sanger and N. W. Gleason (https://doi.org/10.1007/978-981-15-1628-3_2) provides valuable insights applicable to the Canadian educational context.  The Canadian educational landscape prioritizes diversity and inclusion. The book is a great resource to refer as this study builds upon foundational research in educational equity and inclusive teaching practices. The term "inclusive pedagogy" refers to teaching methods that accommodate diverse student backgrounds, while "universal design approaches" involve creating learning environments accessible to all learners. The purpose of this study is to investigate the effectiveness of specific strategies in promoting inclusivity and equitable learning experiences in higher education.  

In this study, the authors considered practical implementation techniques and impact of inclusive pedagogy and universal design approaches in fostering diversity and inclusion in classrooms. The authors discuss strategies aimed at enhancing the learning and teaching experience and they stress the need for educators to be aware of biases, reflect on their teaching methods, and actively promote equal participation. 

The authors suggest eight specific strategies to consider. The strategies encompass proactively learning about students' prior educational contexts, promoting transparency, using varied teaching techniques and formats, practicing inclusive assessment techniques, avoiding projecting personal preferences onto students, representing diversity in syllabi and course content, and invites to recognize the power of educators in creating inclusive academic atmospheres. The authors underscore the importance of addressing offensive comments, promoting respect, and using available resources to respond inclusively to challenging situations, fostering a supportive educational environment.