Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom
While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. F...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-10-01
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| Series: | Education Sciences |
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| Online Access: | http://www.mdpi.com/2227-7102/8/4/167 |
| _version_ | 1811301860693245952 |
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| author | Tabitha Grier-Reed Anne Williams-Wengerd |
| author_facet | Tabitha Grier-Reed Anne Williams-Wengerd |
| author_sort | Tabitha Grier-Reed |
| collection | DOAJ |
| description | While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom. |
| first_indexed | 2024-04-13T07:17:43Z |
| format | Article |
| id | doaj.art-2bc82f5575b746758180eaf21083192d |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T07:17:43Z |
| publishDate | 2018-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2bc82f5575b746758180eaf21083192d2022-12-22T02:56:42ZengMDPI AGEducation Sciences2227-71022018-10-018416710.3390/educsci8040167educsci8040167Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate ClassroomTabitha Grier-Reed0Anne Williams-Wengerd1Department of Family Social Science, University of Minnesota, 275C McNeal Hall, 1985 Buford Ave, St. Paul, MN 55108, USADepartment of Family Social Science, University of Minnesota, 275C McNeal Hall, 1985 Buford Ave, St. Paul, MN 55108, USAWhile primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom.http://www.mdpi.com/2227-7102/8/4/167universal designculturally sustaining pedagogyinclusive pedagogyconstructivismundergraduate classroom |
| spellingShingle | Tabitha Grier-Reed Anne Williams-Wengerd Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom Education Sciences universal design culturally sustaining pedagogy inclusive pedagogy constructivism undergraduate classroom |
| title | Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom |
| title_full | Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom |
| title_fullStr | Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom |
| title_full_unstemmed | Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom |
| title_short | Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom |
| title_sort | integrating universal design culturally sustaining practices and constructivism to advance inclusive pedagogy in the undergraduate classroom |
| topic | universal design culturally sustaining pedagogy inclusive pedagogy constructivism undergraduate classroom |
| url | http://www.mdpi.com/2227-7102/8/4/167 |
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