Teaching students in inclusive settings adapting and accommodating instruction dating oost europees
Your attitudes and values not only influence the attitudes and values of your students, but they can affect the way you teach, particularly your assumptions about students…which can lead to unequal learning outcomes for those in your classes.” (Davis, 2010, p.58) As a way to combat these issues, she advises that instructors treat each student as an individual and recognize the complexity of diversity.Instead of adapting or retrofitting a course to a specific audience, Universal Design emphasizes environments that are accessible to everyone regardless of ability.By focusing on these design principles when crafting a syllabus, you may find that most of your course easily accommodates all students.Terminology | Types of Disabilities | Access to Resources | Confidentiality and Disclosure | Inclusive Design | Learn More | References In order to create an inclusive classroom where all students are respected, it is important to use language that prioritizes the student over his or her disability.Disability labels can be stigmatizing and perpetuate false stereotypes where students who are disabled are not as capable as their peers.
Similarly, some instructional material may be difficult for students with certain disabilities.
However, students with disabilities may feel nervous to disclose sensitive medical information to an instructor.
Often, students must combat negative stereotypes about their disabilities held by others and even themselves.
For instance, a recent study by May & Stone (2010) on disability stereotypes found that undergraduates with and without learning disabilities rated individuals with learning disabilities as being less able to learn or of lower ability than students without those disabilities.
In fact, students with learning disabilities are no less able than any other student; they simply receive, process, store, and/or respond to information differently (National Center for Learning Disabilities).