Inclusive pedagogies
Inclusive pedagogies is the “practice of welcoming student diversity and designing courses to reach all students”
Hogan & Sathy (2020)
So we should design and teach our courses with this in mind. But why and how? And what does “inclusion” mean in a pedagogical context? These are the questions that the Inclusive Pedagogies Project seeks to answer.
To discover strategies, content and resources that will help you teach in a more inclusive manner, make your way to the TLSS’ Inclusive pedagogies webpage. There, you can:
Learn about the benefits and goals of inclusion in a post-secondary context
Explore ideas and reflect on ways to improve your teaching practices
Examine the conceptual and theoretical foundations of inclusive pedagogies
Discover inclusion strategies to incorporate into your courses and teaching practice
Gather and consult a wide range of resources to further explore the themes that interest you.
Don’t wait, start your inclusive teaching journey today!
Why is it important?
It’s important because, when we promote inclusion, everyone wins!
Inclusive strategies benefit all learners in the learning environment, and in particular members of the various marginalized, under-represented or minority groups on our campuses.
In addition to encouraging academic success, lowering dropout rates, and reducing barriers to learning, inclusion strategies increase students’ commitment and collaboration, as well as their sense of belonging and well-being! They enrich everyone’s learning experience through the sharing of different experiences, contexts and knowledge. The benefits are countless!
Are you familiar with Canadian and Ontario legislation on inclusion and accessibility?
In Canada
Did you know that the Canadian Human Rights Act (1985) prohibits discrimination? This act grants all individuals the right “to have an opportunity equal with other individuals to make for themselves the lives that they are able and wish to have [...] without being hindered in or prevented from doing so by discriminatory practices based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics, disability or conviction for an offence for which a pardon has been granted or in respect of which a record suspension has been ordered.” (2023 [1985])
It is therefore not only important, but necessary to be an ally in the learning environment, and to adopt an inclusive approach when preparing and delivering your courses.
To find out more about the Human Rights Act and your obligations in terms of equity, diversity and inclusion, to consult resources or to take training courses, see
In Ontario
What’s more, did you know that the Accessibility for Ontarians with Disabilities Act (2005) sets accessibility standards that you must respect in your courses and teaching?
In fact, this act prohibits discrimination against anyone with a disability, whether it’s a physical, cognitive or intellectual disability, a mental health challenge or a learning difficulty.
In 2023, the Ontario Government published updated accessibility standards for higher education institutions, with which we must comply. Many of these standards relate to the learning environment and the ways in which we teach and support learning. These standards will benefit a wide range of students, including those with disabilities.
To find out which accessibility standards you need to adhere to in the learning environment, and to complete training on this subject, please refer to :
Where to start?
Once you have accessed the webpage and familiarized yourself with it, we suggest the following procedure:
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Consider what changes you would like or need to make to your course and teaching practice.
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Identify inclusion strategies, important information to remember, resources to consult and any other points of support that can help you in your approach.
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Draw up an action plan to implement the desired changes. You can find an action plan template in the Strategies and Tools section of the webpage.
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Implement your plan using the small-steps method to integrate inclusive teaching practices in a sustainable way.
Want to explore further?
To find out more about inclusive pedagogies and different equity-seeking groups, visit the Resources section of the Inclusive pedagogies webpage. You will find resources to dig deeper into the subject and others for quick reading.
Enjoy!
References
Human Rights Office. Accessibility Hub. University of Ottawa.
Canadian Human Rights Act. R.S.C., c. H-6, (2023 [1985]).
Accessibility for Ontarians with Disabilities Act. S.O. c. 11 (2016 [2005]).
Steady, M. (2012). Todd Rose: Variability Matters. YouTube [vidéo].
Teaching and Learning Support Service. Inclusive Pedagogies. University of Ottawa.
Universités Canada. (2019). Équité, diversité et inclusion dans les universités canadiennes. Rapport sur le sondage national de 2019.
Universités Canada. (2019). Les dernières données sur l’équité, la diversité et l’inclusion. Statistiques sur l’équité, la diversité et l’inclusion dans les universités canadiennes.
Do you need additional support?
If you would like more information or an opportunity to discuss how inclusive pedagogies apply to your courses and teaching, request a consultation with us! We will answer your questions and offer suggestions for your course and context.
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