Oregon State University
As we enter Fall 2020, “inclusive teaching, " has become more than just a hot topic—it’s an essential part of course design and pedagogy. However, even as educators desire to become more inclusive, many find themselves unsure how to get started. This short article provides a place to begin, a structure to work within, and the confidence to address this challenging issue.
First, a definition.
If you spend time online, you'll find many different ways to describe inclusive pedagogy. Some focus on an internal goal, often described as creating classrooms where all students feel supported, respected, and engaged. Others look externally, to addressing systemic issues of social justice and inequality. My approach is to think of inclusive teaching as a mindset that we bring to our pedagogy and our classrooms. This mindset reminds us that our job is to educate all of our students, which requires consciously considering whether all of our students have access to our content, our community, and our services.