Pplus_short_TA2_INCL

Index

Introduction of Module

Supporting materials

Resources, Glossary

Preliminary Assessment

Learning materials

Mind Map

Unit 2.1

Inclusive learning & teaching methods

Case Studies

Unit 2.2

Peer learning & self-directed learning

Sum up Infographic

Unit 2.3

Psychological safety

Final Quiz - Survey - Badge

inclusive learning and teaching

In this thematic area you can find some concepts about how the learning and teaching process could be more inclusive, and why it is important. By implementing these concepts, you can create learning environments where all students can reach their full potential and become active, engaged members of the learning community.

Inclusive teaching involves: adapting teaching styles and materials, using differentiated instruction, creating accessible learning environments, fostering a supportive and inclusive classroom culture.

Key principles of inclusive learning, teaching, and learning environment are:

Keywords: inclusive learning, inclusive teaching methods, peer learning, self-directed learning, social inclusion and safer space

Inclusive environments

Equal opurtinities

Differentiated instruction and UDL

Mindmap of the topic

Adapting content

Varying learning and teaching processes

Adjusting learning and teaching materials and tools

Unit 2.1: Inclusive learning and teaching methods

Inclusive learning and teaching

Unit 2.2: Peer learning and self-directed learning

Self-directed learning

Peer learning

Sense of belonging

Open dialog

Unit 2.3: Social inclusion and psychological safety

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Concept map of Terminology

Peer learning

Inclusive teaching methods

Inclusive learning

Self-directed learning

Psychological safety

Social inclusion

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Self-reflection

Assessment Tool

Statements

Assess your competence in inclusive learning and teaching by the PROFFORMANCE Assessment Tool.

Assess yourself along the PROFFORMANCE Assessment tool statements INCL TA2 - Competences on inclusive course design

What is your experience?

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

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I adapt my teaching methods and materials to accommodate diverse student needs, ensuring accessibility and inclusivity.

Assess yourself

Hint

I encourage both peer and self-directed learning, recognizing varied learning styles and promoting student autonomy.

Assess yourself

Hint

I encourage active participation and collaboration in group work, ensuring fair contribution and respectful communication.

Assess yourself

Hint

I create a safe space where students feel they belong and can freely participate.

Assess yourself

Hint

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UNIT 2.1

Inclusive learning & teaching methods

Understanding and implementation of inclusivity in higher education learning and teaching

Inclusive learning means learning that enables students to acquire professional competencies according to his initial possibilities and abilities using different methods in the area of inclusivity. Inclusive teaching has some points:

UNIT 2.1

Checklist for inclusive teaching

This tool allows you to check that your lessons are inclusive and accessible to all students in terms of planning, learning environment, methods, resources as well as assessment and feedback. Please drag the missing items in the correct space and complete the checklist

Planning

The learning environment (physical accessibility)

Verification

• Does the content of each class meet the set objectives and assessment of the course?

• Are the learning objectives of each class, tutorial, workshop or other means of learning explained to the students?
• Are the learning objectives given priority over minor topics covered in the course?

• Is the physical learning environment suited (lights, wheelchair access, distance between lecturer and students, flexible seating arrangements, scent-reduced)?
• Can your students see you at all times you are speaking to them (allowing reading from lips)?

EXCELLENT

Are the acoustics suitable and does the learning environment take students with impaired hearing into account (induction loop)?

Does the course progress in terms of tasks so that it starts off with easier tasks and the tasks get more complex over time?

UNIT 2.1

Teaching methods

• Do you vary the lesson type (lecture, pair discussion, small group discussion, individual work)?
• Do you give an overview of each class or summarize it in the end?
• Do you structure your class or tutorial so that it allows students to process information in suitable chunks?
• Do you provide a glossary of new terms or concepts?
• Do you speak clearly and avoid jokes that may be insulting to some students?
• Do you build bridges between each part of your lesson by using signposting (first, this proves the point I explained earlier)?
• Do you explain difficult concepts in other words?
• Do your questions elicit what students have learnt?
• Is your feedback explicit and constructive?

EXCELLENT

Verification

Are your presentation techniques varied (charts, diagrams, pictures, online games (e.g. Kahoot, Padlet, Miro) to see to the needs of all learners?

Do you support your teaching with illustrations (charts, diagrams, tables)?

UNIT 2.1

Teaching resources

• Do you have the teaching materials available to students online and before each class (some students may wish to review the resources in advance due to difficulties with concentrating)?
• Have you consulted the accessibility of your resources?
• Is the font used accessible (one from the sans family) and large enough to be seen from everywhere in the classroom?
• Is the line spacing adequate enough?
• Do you include key words and phrases only on the slides and not lengthy sentences?
• Are your presentation visuals (such as PowerPoint or Prezi) easy enough to scan through while listening to you (not fully packed with text)?
• Do you use occurring, key terminology in your presentation visuals?
• Do you support your teaching with illustrations (charts, diagrams, tables)?
• Do you use suitable colours when writing on the board?

EXCELLENT

Verification

Can your students see you at all times you are speaking to them?

Are your resources accessible in terms of the amount of pictures and text used?

UNIT 2.1

Social accessibility

• Do you make sure you know what to call your students (trans or gender non-conforming people, preferred name)?

EXCELLENT

Verification

Do you incorporate course materials and engage in teaching practices that cite, center, and support diverse authors and perspectives (race, gender, class, sexuality, culture, and ability)?

Is the physical learning environment suited (lights, wheelchair access, distance between lecturer and students, flexible seating arrangements, scent-reduced)?

UNIT 2.1

Universal Design for Learning (UDL)

UDL stands several meanings:

UDL also means:

Engagement

Multiple means of engagement

Representation

Multiple means of representation

Multiple means of action and expression

Action and Expression

UNIT 2.1

Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessment that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Read more at UDL Guidelines and you might also want to watch the video below where the guidelines are explained.

UNIT 2.1

Conclusions

You have learned how inclusive teaching practices create accessible and supportive learning environments for all students.

By applying strategies from the inclusive teaching checklist and integrating Universal Design for Learning (UDL) principles, you can ensure that diverse needs are met, fostering engagement, equity, and success.

Reflecting on and continuously improving your approach will help empower students to thrive in both academic and professional settings.

UNIT 2.2

Peer learning & self-directed learning

Working in peer learning groups and self-directed learning process for inclusivity

The benefits of different educational approaches and strategies for fostering peer learning and self-directed learning:

Conner (2012)

Individualized Approach

Choice and Autonomy

Clear Communication

UNIT 2.2

Understanding Student Needs and Preferences

Technology Integration

Variety

Relevance

Collaboration

Creating Engaging Learning Environments

Mastery

Purpose

Autonomy

Curiosity

Building Intrinsic Motivation

Constructive Criticism

Growth Mindset

Self-Reflection

Providing Effective Feedback

UNIT 2.2

The ideal extent of self-directed learning is a nuanced question that depends on various factors, including:

Learner's learning style and preferences

Learner's age and maturity

Learner's goals and objectives

Available resources and support

UNIT 2.2

Peer Learning in Inclusive Processes

Peer learning is a powerful tool for fostering an inclusive and supportive learning environment. Here's why it's beneficial for students:

Benefits for All Students

Benefits for Students with Disabilities

UNIT 2.2

How Peer Learning Fosters Inclusivity

Breaking down barriers

Creating a sense of belonging

Promoting diversity

Building empathy

UNIT 2.2

Exercise

Connect key words with appropriate definitions.

Drag and drop the right words to the boxes.

enabling inclusion

solving problems

peer learning

EXCELLENT

developing logical reasoning

educational approach which means working together

providing opportunities for everyone to achieve learning outcomes in an equal way

Verification

UNIT 2.2

Exercise

Connect appropriate words with description of self-directed learning.

Drag and drop the right words to the boxes.

empowering yourself

individually

initiative

learning needs

in an individual way

EXCELLENT

motivation for learning

exigency for having something

progressing own learning

Verification

UNIT 2.2

UNIT 2.2

Conclusions

You have learned how peer learning and self-directed learning contribute to an inclusive and supportive learning environment.

By fostering collaboration, autonomy, and diverse perspectives, these approaches enhance student engagement, critical thinking, and personal growth.

Encouraging students to take ownership of their learning while supporting one another builds confidence, empathy, and a strong sense of belonging in the classroom.

UNIT 2.3

Psychological safety

Psychological safety in higher education refers to an environment where students feel safe to take risks, make mistakes, and ask for help without fear of judgment or humiliation. In such an environment, students are encouraged to engage actively in their learning, participate in discussions, and seek clarification, knowing that their contributions will be valued and respected

Creating a psychologically safe learning environment is crucial for fostering student well-being, enhancing cognitive function, and promoting deeper learning and social connections

UNIT 2.3

These 3 keywords are often associated with pschological safety/safe spaces:

Inclusivity

Mental Health

Social Justice

To support psychological safety you should follow these suggestions:

Active Listening

Empathy and Understanding

Constructive Feedback

Specific Strategies for Presenting Talents and Experiences

Equality and Inclusion

Clear and Assertive Communication

UNIT 2.3

Class Contract is a good way to develop ground rules

A class contract is an agreement between the instructor and students that outlines the expectations, responsibilities, and norms for behaviour within the classroom. It is designed to create a supportive and respectful learning environment, promoting psychological safety by ensuring that all students feel valued and heard. The contract typically includes:

Behavioral Expectations: Guidelines for respectful communication, active participation, and collaboration.

Assessment and Feedback: Clear criteria for assessments, grading policies, and the process for providing and receiving feedback.

Inclusivity and Equity: Commitments to inclusive practices that accommodate diverse learning needs and backgrounds.

Conflict Resolution: Procedures for addressing and resolving conflicts or misunderstandings in a constructive manner.

UNIT 2.3

How could this class contract be improved?

Classroom rules

• Be on time and come to class prepared. • No talking during lectures unless called upon. • Complete assignments on time or face penalties. • Respect the teacher and your classmates. • Cell phones must be turned off and put away during class.

What do student diversity competencies comprise? Why is it important? Empower students, help students realize their potential, break barrier.

This syllabus is subject to change at the instructor's discretion.

Why does this version of classroom rules needs improvement? Find some answers on these questions here.

UNIT 2.3

Good Version: Inclusive Learning Environment

Our Shared Values

Expectations for Students

Expectations for Instructor

Consequences for Violations

Revisions

Benefits of Adhering to this Contract

UNIT 2.3

Conclusions

You have learned that psychological safety and social inclusion are essential for a supportive learning environment where students feel valued and empowered to participate.

Establishing clear expectations through a class contract fosters trust, inclusivity, and respectful collaboration. This encourages active engagement and ensures that all voices are heard without fear of judgment or exclusion.

CASE STUDy

In order to determine the competencies of your students related to inclusive education, you can conduct a case study with students according to Algolaylat et al. (2023). Findings show that environment, modifications, and lack of support were the major educational obstacles faced by students with disabilities, especially concerning exams, access to information, curriculum, and accessibility.

Exercise

According to the paper Miškolci, Magnússon, & Nilholm (2021) create your own case study and resolve these exercises. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses.

, the study also demonstrates that teacher candidates lack a deeper understanding of the relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.

Nonetheless

, the university endeavours to include students into the relevant decision making processes and makes various teaching adjustments for students in need of additional support.

Moreover

, the findings of the study also revealed areas for improvement, such as including more IE-related content into courses; making students better skilled in using inclusive teaching methods and knowledgeable of the reasons these can be perceived as inclusive; and improving students’ understanding of the relationship between special education and IE.

In contrast

The study showed that the lack of students’ understanding of the dispute between special education and IE is probably informed by the wider socio-political context in the country, which is dominated by the primacy of special education and market-rationality narrative.

CASE STUDy - exercises

CASE STUDy - exercises

CASE STUDy - exercises

GLOSSARY

ensuring that every student has equal opportunities to learn and succeed; the practice of creating educational environments where all students in valued, respected, and supported way could demonstrate he/she own knowledge, skills and attitudes, regardless of their background, abilities, or challenges

is an educational approach where students learn from and with each other, support different needs and appreciate diversities; it's based on the idea that students can often explain concepts and solve problems more effectively when they work together which enables inclusion

are strategies employed to foster inclusive learning environments. They involve:

• Differentiation
• Accessibility
• Collaboration
• Universal Design for Learning (UDL)

Inclusive teaching methods

Inclusive learning

Peer learning

more cards

GLOSSARY

is the process of ensuring that all individuals (student and professor) and groups feel valued, respected, and have equal opportunities to participate fully in community. It's about creating a society where everyone, regardless of their background, identity, or circumstances, can contribute and benefit to ensure diverse success

is a process where individuals take the initiative to identify their learning needs, set goals, find resources, and evaluate their progress and it's about empowering yourself as a learner and becoming the captain of your educational journey

a supportive, non-threatening environment where all participants can feel comfortable to express themselves and share experiences without fear of discrimination or reprisal

Social inclusion

Self-directed learning

Safer spaces

Resources

Algolaylat, A. S., Alodat, A. M., Muhidat, M. A., & Almakanin, H. A. (2023). Perspectives of Students with Disabilities on Inclusive Education Challenges in Higher Education: A Case Study of a Jordanian University. TEM Journal, 12(1), 406-413.

Adams, M., & Brown, S. (Eds.). (2006). Towards inclusive learning in higher education: Developing curricula for disabled students. Routledge.

Beck Wells, M. (2022). Student perspectives on the use of universal design for learning in virtual formats in higher education. Smart Learning Environments, 9(1), 37.

Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370-394.

Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of eLearning, 18(2), 162-174.

Conner, T. R. (2012). The Relationship between Self-Directed Learning and Information Literacy among Adult Learners in Higher Education. PhD diss., University of Tennessee.

Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.

Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885-901.

Resources

Miškolci, J., Magnússon, G., & Nilholm, C. (2021). Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education, 36(4), 562-576.

Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers & Education, 145, 103693.

Moriña, A., Sandoval, M., & Carnerero, F. (2020). Higher education inclusivity: When the disability enriches the university. Higher Education Research & Development, 39(6), 1202-1216.

Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2019). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. In Postsecondary Educational Opportunities for Students with Special Education Needs (pp. 90-109). Routledge.

Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.

Suntsova, A. (2021). On defining an inclusive learning environment. Education in the 21st Century, 1(5), 131-135.

May, H., & Bridger, K. (2010). Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy, 13.

Molbaek, M. (2018). Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education, 22(10), 1048-1061.

Course completed!

Acknowledgements

Social inclusion

is the process of ensuring that all individuals (student and professor) and groups feel valued, respected, and have equal opportunities to participate fully in community. It's about creating a society where everyone, regardless of their background, identity, or circumstances, can contribute and benefit to ensure diverse success.

• Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
• Molbaek, M. (2018). Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education, 22(10), 1048-1061.
• Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2019). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. In Postsecondary Educational Opportunities for Students with Special Education Needs (pp. 90-109). Routledge.
• Beck Wells, M. (2022). Student perspectives on the use of universal design for learning in virtual formats in higher education. Smart Learning Environments, 9(1), 37.
• UDL:
• A part of Unit 1 is create with Gemini

Psychological safety

a supportive, non-threatening environment where all participants can feel comfortable to express themselves and share experiences without fear of discrimination or reprisal.

• Algolaylat, A. S., Alodat, A. M., Muhidat, M. A., & Almakanin, H. A. (2023). Perspectives of Students with Disabilities on Inclusive Education Challenges in Higher Education: A Case Study of a Jordanian University. TEM Journal, 12(1), 406-413.
• Miškolci, J., Magnússon, G., & Nilholm, C. (2021). Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education, 36(4), 562-576.

Hint: You establish team ground rules to respect opinions and manage contribution imbalances. You address potential prejudices in group work.

Our Shared Values

• Respect: We treat each other with courtesy and respect, valuing diverse backgrounds, experiences, and perspectives. • Open Communication: We feel comfortable expressing ourselves honestly and listening actively to others. • Collaboration: We work together to create a supportive learning environment where everyone feels included and empowered to participate. • Academic Integrity: We uphold the highest standards of academic honesty and hold ourselves accountable for our work.

Inclusive teaching methods:

are strategies employed to foster inclusive learning environments. They involve:

• Differentiation: Tailoring instruction to meet the diverse needs of learners.
• Accessibility: Ensuring learning materials and environments are accessible to all.
• Collaboration: Promoting cooperative learning and peer support.
• Universal Design for Learning (UDL): Creating flexible learning environments that accommodate a wide range of learners.

• Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370-394.
• Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of eLearning, 18(2), 162-174.
• Conner, T. R. (2012). The Relationship between Self-Directed Learning and Information Literacy among Adult Learners in Higher Education. PhD diss., University of Tennessee.

Expectations for Instructor

• Create a clear and inclusive learning environment. • Foster open communication and encourage diverse perspectives. • Provide timely feedback on assignments and assessments. • Be available to answer questions and offer support. • Respect student privacy and confidentiality.

Hint: You use multiple modes of representation (e.g., visual, auditory, and written formats), provide materials in advance, and ensure accessibility regarding font size, colors, and assistive technology support. You do not use discriminatory language.

Younger learners may require more guidance, while older learners can handle greater autonomy.

Learner's age and maturity

Hint: You foster an inclusive classroom culture by actively encouraging diverse viewpoints and creating a space where students feel safe to contribute without fear of discrimination.

Accessibility as removing barriers to learning and participation.

Specific Strategies for Presenting Talents and Experiences

• Encourage sharing: Create opportunities for everyone to contribute.
• Build on each other's ideas: Combine strengths to create a stronger presentation.
• Respect differing viewpoints: Acknowledge and value diverse perspectives.
• Celebrate successes: Recognize and appreciate each other's contributions.

• Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370-394.
• Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of eLearning, 18(2), 162-174.
• Conner, T. R. (2012). The Relationship between Self-Directed Learning and Information Literacy among Adult Learners in Higher Education. PhD diss., University of Tennessee.

• Suntsova, A. (2021). On defining an inclusive learning environment. Education in the 21st Century, 1(5), 131-135.
• Adams, M., & Brown, S. (Eds.). (2006). Towards inclusive learning in higher education: Developing curricula for disabled students. Routledge.

Using adapted materials, individualized exercises students could understand and apply knowledge and practices in exercises and in everyday life. For their professional competencies and activities for developing professional competences there could be some teaching methods of inclusive learning.

a greattitle here

Visual content is a transversal, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. Communicating as always bores and doesn't engage. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

Link

Revisions

• We may revise this contract collaboratively throughout the semester to ensure it continues to reflect our shared values and learning goals. • Students are encouraged to communicate any concerns or suggestions for improvement.

Constructive Feedback

• Focus on the ideas, not the person: Offer specific suggestions for improvement.
• Use "I" statements: Express your thoughts and feelings without blaming or accusing.
• Be open to feedback: Welcome others' perspectives and be willing to adjust your own.

• Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370-394.
• Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of eLearning, 18(2), 162-174.
• Conner, T. R. (2012). The Relationship between Self-Directed Learning and Information Literacy among Adult Learners in Higher Education. PhD diss., University of Tennessee.

In this sourse you will get an overview how to....SHORT description of TA

• Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.

• Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers & Education, 145, 103693.

• Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885-901.

Benefits of Adhering to this Contract

• By upholding these values and expectations, we can create a positive and productive learning environment where everyone can thrive. • We will develop critical thinking skills, communication skills, and the ability to work effectively with others from diverse backgrounds.

a greattitle here

Visual content is a cross-cutting, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. Communicating as usual is boring and doesn't hook. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

Link

Drag and drop the right words to the boxes.

Tailoring instruction to meet the diverse needs of learners.

Ensuring learning materials and environments are accessible to all.

EXCELLENT

Promoting cooperative learning and peer support.

Creating flexible learning environments that accommodate a wide range of learners.

Universal Design for Learning (UDL)

Verification

Accessibility

Collaboration

Differentiation

Solution

Wong & Liem (2022)

Diversity and equity which means recognizing and valuing differences, ensuring fair opportunities for all.

Empowerment like enabling students to take control of their learning

A greattitle here

With Genially's templates, you can include visual resources to leave your audience amazed. You can also highlight a specific phrase or data that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!

Link

Active Listening

• Give full attention: Maintain eye contact, avoid distractions, and show genuine interest.
• Reflect and clarify: Paraphrase what the speaker has said to ensure understanding.
• Avoid interrupting: Allow the speaker to finish their thoughts before responding.

Self-directed learning

is a process where individuals take the initiative to identify their learning needs, set goals, find resources, and evaluate their progress and it's about empowering yourself as a learner and becoming the captain of your educational journey.

Adequate resources and support systems can facilitate self-directed learning.

Available resources and support

• This version focuses on rules and punishments rather than shared values and a collaborative learning environment. • It does not explicitly mention diversity and inclusion. • It gives the instructor unilateral power over the contract. • It doesn't outline clear communication channels or expectations for respectful behaviour.

Find a better version of a class contract here.

Helping peers boosts self-esteem and a sense of accomplishment.

Sharing ideas with peers exposes students to different viewpoints, promoting critical thinking.

Students often grasp concepts better when they explain them to others. This process solidifies their understanding.

Enhanced learning

Diverse perspectives

Increased self-confidence

Working together on tasks improves interpersonal skills and teamwork.

Improved communication and collaboration

Self-reflection:

• How can I make inclusive learning as present as possible in classes?

• What teaching methods could I use to promote inclusive learning?

• What are the criteria for the implementation of peer learning in the teaching process?

• Am I designing self-directed learning opportunities in ways that ensure inclusivity for all my students, and how can I further adapt these methods to meet diverse learning needs and backgrounds?

• Am I effectively using self-directed learning (self-paced, flexible) and peer learning to foster inclusivity in my classroom, and how can I enhance these approaches to ensure that all students feel supported and included?

• Am I incorporating the necessary elements to foster social inclusion in my teaching, and how are these elements impacting my students' sense of belonging and participation?

• How well do I utilize existing policies and guidelines on inclusive education to create a safer space in my classroom, and where can I go beyond these documents to further enhance inclusivity?

• Algolaylat, A. S., Alodat, A. M., Muhidat, M. A., & Almakanin, H. A. (2023). Perspectives of Students with Disabilities on Inclusive Education Challenges in Higher Education: A Case Study of a Jordanian University. TEM Journal, 12(1), 406-413.
• Miškolci, J., Magnússon, G., & Nilholm, C. (2021). Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education, 36(4), 562-576.

Equality and Inclusion

• Value diverse perspectives: Recognize the unique contributions of each group member.
• Encourage participation: Create a safe space for everyone to share their ideas.
• Respect differences: Avoid making assumptions or stereotypes.

Peer learning

is an educational approach where students learn from and with each other, support different needs and appreciate diversities; it's based on the idea that students can often explain concepts and solve problems more effectively when they work together which enables inclusion.

Inclusive learning:

ensuring that every student has equal opportunities to learn and succeed; the practice of creating educational environments where all students in valued, respected, and supported way could demonstrate he/she own knowledge, skills and attitudes, regardless of their background, abilities, or challenges

Sengupta, E., Blessinger, P., Hoffman, J., & Makhanya, M. (2019). Introduction to strategies for fostering inclusive classrooms in higher education. In Strategies for fostering inclusive classrooms in higher education: International perspectives on equity and inclusion (pp. 3-16). Emerald Publishing Limited. European Education Area - Inclusive and connected higher education: [Inclusive and connected higher education ON ec.europa.eu] Developing and embedding inclusive policy and practice in higher education: [Developing and embedding inclusive policy and practice in higher education ON Advance HE advance-he.ac.uk]

Consequences for Violations

• Minor violations (e.g., late assignments) may result in point deductions or additional work. • Repeated violations or serious offenses may result in more serious consequences, up to and including a meeting with the department chair or dean.

a greattitle here

With Genially's templates, you can include visual resources to leave your audience amazed. You can also highlight a specific phrase or data that will be etched into your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!

Link

Successful peers can inspire students with disabilities to strive for their goals.

Peer interactions help develop essential life skills like cooperation and empathy.

Peer learning encourages interaction and friendship, reducing isolation.

Social inclusion

Skill development

Role models

Peers can provide additional explanations and examples, making learning more accessible.

Academic support

A greattitle here

Visual content is a transversal, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. Communicating as always bores and doesn't engage. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

Link

Empathy and Understanding

• Put yourself in others' shoes: Try to see things from their perspective.
• Validate feelings: Acknowledge and respect their emotions, even if you disagree.

• Show support: Offer encouragement and positive reinforcement.

Expectations for Students

• Attend class prepared and participate actively in discussions. • Be respectful towards classmates and the instructor. • Communicate any absences or late assignments promptly. • Complete all assigned readings and coursework on time. • Uphold academic integrity by avoiding plagiarism and cheating.

Collaboration which means working together to create a supportive community

Clear and Assertive Communication

• Express yourself clearly: Use concise and direct language.
• State your needs and boundaries: Communicate your expectations respectfully.
• Stand up for yourself: Assert your rights without being aggressive.

Some learners thrive in structured environments, while others prefer independent exploration.

Learner's learning style and preferences

Hint: You facilitate opportunities for students to take initiative in their learning by offering guidance, resources, and structured peer collaboration activities. You encourage peer interaction and feedback.

Specific, measurable goals might necessitate more structured learning, while broader, exploratory goals can benefit from self-direction.

Learner's goals and objectives

Respect as treating everyone with dignity and consideration.

Acknowledgements

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers Linda Huszár Bianka Bozzay

Authors Silke Preymann Dragica Trivic Marina Dikovic Sandi Rizvic Reviewers Frank Linde Sandi Rizvic