Use a variety of instructional formats. It is divided into three main sections – Adopting inclusive teaching methods, Creating an inclusive climate​, and Leading difficult discussions. The author equips teachers with information and strategies to spot, advocate for, engage, and challenge exceptional learners in their classrooms. Inclusion is understood to consist of fully involving and engaging all students in the community of learners in a classroom. How to Support Struggling Students by Robyn Jackson (ASCD Webinar). IOA is located at 153A Carruth-O’Leary; Phone 785-864-6414; email: ioa@ku.edu; http://ioa.ku.edu/. KU Writing Center - The Writing Center offers a variety of ways for students and members of the community to get feedback on their writing. reporter, moderator, etc.) The first and easiest change to make to your syllabus is adding information about campus resources available to students. GPAs at KU rose considerably in spring, a semester with an asterisk, A look behind KU's fall enrollment numbers, We interrupt your mid-semester malaise to bring you this message from Abraham Lincoln, 40 days (and 40 nights?) Do texts support deficit models that blame marginalized groups for the inequality they experience? Gender Expression?”, https://studenthealth.ku.edu/sexual-assault, http://policy.ku.edu/governance/USRR#art2sect6, http://policy.ku.edu/governance/USRR#art1sect3, http://policy.ku.edu/governance/USRR#art2sect2para3. Creating accessible content - guidance from ISD. (2002). Hours & locations | http://sapec.ku.edu/. • Communication It is important for inclusion teachers to advocate the needs of their special education students by ensuring that resources such as peer tutoring, instructional assistants, team teaching and staff development opportunities are available along with consistent policies that assess the individual student's progress. Pay attention to grouping students for learning. Take a ‘community’ approach to learning and teaching. If possible, assign texts that have used or online copies available. In [our classroom/insert course here], all students are welcome regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age, disabilities, religion, regional background, Veteran status, citizenship, status, nationality and other diverse identities that we each bring to class. All university students should learn about the diverse world they live in, and all instructors should draw upon diversity to enrich learning for everyone. Also, where possible, avoid groups that end up with only one student from a marginalized population (e.g. Here too, ATTACHMENT B provides numerous ideas for addressing diversity, equity, and inclusion through course content. This is providing support, flexibility, and resources to nurture, encourage, and respond to the needs of all students. These are classrooms, labs, and other places of learning where you will be treated with respect and dignity and where all individuals are provided equitable opportunity to participate, contribute, and succeed. If learning requires one or more of these more expensive tools, make sure students can feel comfortable approaching you to find accommodations. In courses that take advantage of in-class, active learning pedagogies, make clear that attendance is truly mandatory because groups/teams cannot function when members are absent. Individual and group sessions are available. Join us to protect and improve the health and wellness of Californians. For group assignments, consider having designated roles for group members (e.g. Co-Planning for Co-Teaching: Time-Saving Routines That Work in Inclusive Classrooms by Gloria Lodato Wilson. See ATTACHMENT B for detailed examples of how to engage issues of diversity, inclusion, and equity – to the benefit of all students – in the realms of class climate and class pedagogy. At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. These changes may require a restructuring of the course, but the resulting changes will actively engage students in developing and furthering their understanding of these issues. For assignments and exams, are instructions clearly worded and accessible to students from all backgrounds, including students with English as a non-native language? You can find more information at: https://achievement.ku.edu/ Phone is 785-864-4064 The AAAC is located in Rm 22 Strong Hall. You can find more information at https://caps.ku.edu/ Phone is 785-864-2277 and hours are M, W, F 8-5 and T, H 8-6. 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