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Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
Inclusive practice workshop_1hour
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Inclusive practice workshop_1hour

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  • 1. Dr Stuart Dinmore Learning & Teaching Unit – City West University of South Australia INCLUSIVE CLASSROOM TEACHING
  • 2.  Look at the National and Local contexts for widening participation and inclusive teaching  Ask - Who are our students?  Identify the drivers of the move towards inclusive teaching and universal design of learning  Discuss some principles of inclusive teaching in the classroom – What is inclusive teaching? INCLUSIVE PRACTICE – dr stuart dinmore 2 THIS SESSION
  • 3. The 2008 Bradley Review of Australian Higher Education makes an overt link between participation in higher education and social and economic development. Based on this the Australian Government announced targets in 2009, that by 2020, 20% of university students are to come from low socio- economic status backgrounds (currently 16.6%) and by 2025, 40% of 25 to 34 year olds are to hold bachelor degrees. INCLUSIVE PRACTICE – dr stuart dinmore 3 NATIONAL CONTEXT source
  • 4. The University of South Australia, makes explicit as part of its mission statement that it aims to provide access to higher education for diverse equity groups. In its Horizon 20201 document the university outlines its vision with the following statements: ‘Commitment to equity and excellence, reinforcing each other in an environment characterised by uncompromising high standards.’ ‘Builds social cohesion by achieving equitable educational access and outcomes across our diverse student community, through research that aims to improve the quality of life and by acting responsibly as a corporate citizen.’ INCLUSIVE PRACTICE – dr stuart dinmore 4 LOCAL CONTEXT – HORIZON 2020
  • 5. Theme 6: Equity Practice – Lead Strategies 6.5 Further develop inclusive teaching strategies that anticipate different learning needs and disabilities. This means that we need to take a long view of inclusion and begin to implement strategies, institution-wide, that will benefit UniSA, not just within the 3 year period of the current strategic plan, but during the next decade and beyond. INCLUSIVE PRACTICE – dr stuart dinmore 5 LOCAL CONTEXT – TEACHING & LEARNING STRATEGIC PLAN 2013-15
  • 6. Students considered to be from diverse or non-traditional backgrounds include the following groups; low Socio-Economic Status students (Low SES) students from different ethnic/cultural/religious groups and different language backgrounds (i.e. international students but also local students from whom English is a second language) students working fulltime/part time students with carer responsibilities mature-age students students with non-school qualifications as pathways into HE (including VET qualifications, pathway programs, work/life experiences) disabled students (including learning disabilities and both visible and invisible physical disabilities) ‘first in family’ students rural/regional students It should be noted that these definitions have fluid boundaries and any student may identify with more than one group 6 DIVERSITY OF OUR STUDENTS
  • 7. UniSA has long had a commitment to equitable practice and a social justice agenda in South Australia. For example the university’s current enrolment level of Low-SES students is at 20.33% which exceeds the national average of 16.6%, the University of Adelaide at 13.41% and Flinders University 18.70% (data 2011) INCLUSIVE PRACTICE – dr stuart dinmore 7 LOCAL CONTEXT - SA
  • 8. 8 LOCAL CONTEXT – OUR STUDENTS INCLUSIVE PRACTICE – dr stuart dinmore Source – http://myuniversity.gov.au/University-of-South-Australia/Statistics/3027
  • 9.  In the future we will have a more diverse student population  This challenge will require an Institution wide response  We therefore need to teach more inclusively/universally (UDL)  As well as teaching for diversity, based on recent neuroscientific research we also need to acknowledge that students bring with them a range of learning styles whether they are from traditional or non-traditional backgrounds [CAST]  Small changes can make a huge difference to a student INCLUSIVE PRACTICE – dr stuart dinmore 9 IMPLICATIONS?
  • 10. In your groups – discuss and write down the following:  3 ways that you could teach more inclusively  2 reasons why this is important  1 example of exclusive practice Be prepared to share your findings with the rest of the class INCLUSIVE PRACTICE – dr stuart dinmore 10 3-2-1 ACTIVITY – INCLUSIVE TEACHING
  • 11.  Be prepared – Be proactive  Know your students – survey learning styles  Be clear and explicit with instructions and aims  Be flexible  Be available and approachable to guide student learning  Don’t pigeonhole students  Know and respect your students  Scaffold your students’ learning – Take a step-by-step approach to teaching  Be a reflective practitioner – Reflect and seek to act on your own reflections INCLUSIVE PRACTICE – dr stuart dinmore 11 TIPS FOR INCLUSIVE TEACHING MORE TIPS
  • 12. UniSA has a strong commitment to social justice and equitable teaching Student populations are diverse and are becoming more diverse Students bring with them a large range of learning styles and abilities Using inclusive and universally designed teaching practices helps to break down barriers to learning for ALL students 12 SUMMARY OF MAIN POINTS INCLUSIVE PRACTICE – dr stuart dinmore

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