Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities
This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universa...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2023-10-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/8020 |
| _version_ | 1827579079414513664 |
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| author | Amy Domenique Gadsden Lauren Denise Goegan |
| author_facet | Amy Domenique Gadsden Lauren Denise Goegan |
| author_sort | Amy Domenique Gadsden |
| collection | DOAJ |
| description |
This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universal Design for Learning (UDL), it provides recommendations for effective inclusive pedagogy for instructors to consider. These recommendations are framed by the three main UDL guidelines of multiple means of engagement, representation, and of action and expression (CAST, 2011). By approaching teaching and assessment in this way, instructors may engage learners authentically, thus reducing the potential for disengagement and subsequent underachievement. This may also facilitate an equitable environment where students can participate in meaningful ways. Finally, instructors may have more time available in class to address student questions and provide support.
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| first_indexed | 2024-03-08T21:56:33Z |
| format | Article |
| id | doaj.art-f6d2dfbaa96f492d865e88fa74a48392 |
| institution | Directory Open Access Journal |
| issn | 1918-2902 |
| language | English |
| last_indexed | 2024-03-08T21:56:33Z |
| publishDate | 2023-10-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-f6d2dfbaa96f492d865e88fa74a483922023-12-19T19:15:49ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022023-10-0114210.5206/cjsotlrcacea.2023.2.8020Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning DisabilitiesAmy Domenique Gadsden0Lauren Denise Goegan1University of AlbertaUniversity of Manitoba This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universal Design for Learning (UDL), it provides recommendations for effective inclusive pedagogy for instructors to consider. These recommendations are framed by the three main UDL guidelines of multiple means of engagement, representation, and of action and expression (CAST, 2011). By approaching teaching and assessment in this way, instructors may engage learners authentically, thus reducing the potential for disengagement and subsequent underachievement. This may also facilitate an equitable environment where students can participate in meaningful ways. Finally, instructors may have more time available in class to address student questions and provide support. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/8020 inclusive educationhigher educationpedagogyteachingpost-secondarylearning disabilities |
| spellingShingle | Amy Domenique Gadsden Lauren Denise Goegan Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities Canadian Journal for the Scholarship of Teaching and Learning inclusive education higher education pedagogy teaching post-secondary learning disabilities |
| title | Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities |
| title_full | Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities |
| title_fullStr | Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities |
| title_full_unstemmed | Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities |
| title_short | Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities |
| title_sort | informing inclusive practice in post secondary environments perspectives of post secondary instructors with learning disabilities |
| topic | inclusive education higher education pedagogy teaching post-secondary learning disabilities |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/8020 |
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