General resources about inclusive classroom
- From Michigan State University, Office of Faculty & Organizational Development
- From University of Utah, Center for Teaching & Learning Excellence
- From University of California, Berkeley, Center for Teaching and Learning
- From Cornell University, Center for Teaching Excellence
- From University of Michigan, Center for Research on Learning and Teaching
- From Vanderbilt University, Center for Teaching
Further Links to inclusive classroom
CREATING A POSITIVE CLASSROOM CLIMATE FOR DIVERSITY
The learning environment in a class can affect student engagement and performance. Whether the class is in a large lecture hall, a small seminar, or a laboratory section, a learning environment where all feel safe, valued, and respected is necessary for students to achieve and demonstrate their full potential. Since a negative environment can be an obstacle to learning, it is essential to understand how to create and sustain a positive climate for all students. Elements of the learning environment that need to be addressed include the physical—providing adequate materials or reducing noise—to the psychosocial—how students feel and are treated in the classroom. In order for a classroom to have an inclusive climate for diversity, students must feel supported in the components of the course, including content, discussion, physical/structural aspects, and class meeting times.
CREATING A CULTURALLY INCLUSIVE CLASSROOM ENVIRONMENT
A culturally inclusive classroom is one where students and staff alike recognize, appreciate and capitalize on diversity so as to enrich the overall learning experience. Fostering a culturally inclusive learning environment encourages all individuals – regardless of age, gender, ethnicity, religious affiliation, socioeconomic status, sexual orientation or political beliefs – to develop personal contacts and effective intercultural skills.
RESPONDING TO DISRUPTIVE ORTHREATENING STUDENT BEHAVIOR: A GUIDE FOR FACULTY From Virginia Tech
In an ideal world, we would not experience behavior that undermines instruction and, thereby, negatively impacts student learning. However, the unfortunate reality is that a small number of our students exhibit disruptive behavior in classrooms, lab areas, offices, field sites and other educational settings, or via electronic means such as email, discussion boards, online meeting spaces, and audio video conferencing. This manual is intended to offer guidance and support should you need to respond to disruptive or threatening student behavior.
RESPONDING TO DISRUPTIVE OR THREATENING STUDENT BEHAVIOR: A GUIDE FOR FACULTY FROM CALIFORNIA STATE UNIVERSITY
In an ideal world, we would not experience misconduct that disrupts or obstructs the educational process. Such behavior undermines instruction and, thereby, negatively impacts student learning. Yet, the unfortunate reality is that a small number of our students will exhibit disruptive behavior in classrooms, lab areas, offices, field sites and other educational settings. Should you find yourself confronted with this behavior, you may benefit from the guidance and support this publication seeks to provide.
TEACHING FOR INCLUSION, DIVERSITY IN THE COLLEGE CLASSROOM
Increasing campus diversity brings with it new types of classroom discussion. Such discussions can be highly informative and rewarding, but they also can bring heightened tension between students and between teachers and students. This handbook can help to prepare UNC teachers for the ways in which diversity can affect the atmosphere of their classrooms and how it can affect their students’ success. The handbook focuses on strategies for creating an inclusive classroom atmosphere and on discussions of issues likely to arise in a classroom. It also presents teaching strategies for reaching students with a variety of learning styles.
7 WAYS TO CREATE AN INCLUSIVE CLASSROOM
As a faculty member, you play a critical role in deciding what climate you would like your classroom to have and you have the opportunity to set the tone.