How Can I Make the Activities in My Course More Inclusive?
Students dealing with physical, cognitive, and other barriers to learning might not be able to participate fully in some activities because of their challenges. This fast and focused session will show you a practical approach to making accommodations and promoting equitable opportunity for learning and engagement for all your students.
A practical approach to making accommodations for learner differences
As an educator, you know how important it is to challenge your students’ assumptions.
But sometimes you have to challenge your own, particularly when it comes to developing accommodations for learner differences to make your courses more inclusive.
In How Can I Make the Activities in My Course More Inclusive?Beth Harrison, Ph.D., director of the Office of Learning Resources at the University of Dayton, challenges you to reconsider how you set up and evaluate student engagement.
Your approach may unintentionally create barriers to learning for students dealing with a disability.
College and university faculty ask students to engage in many ways, including:
But students dealing with physical, cognitive, and other barriers to learning might not be able to participate fully in some activities because of their challenges.
This fast and focused session will show you a practical approach to making accommodations and promoting equitable opportunity for learning and engagement for all your students.
Harrison shows you how to evaluate course activities based on:
- The learning goals the activity is designed to achieve
- Your reasons for selecting a particular activity
- Student takeaways from the activity
- The assumptions you’re making about what students can do
Designed to help you give all your students an equitable opportunity to engage with course activities, How Can I Make the Activities in My Course More Inclusive? shows you how to think about your course in a more inclusive way.
You’ll see this process applied in common classroom situations and learn practical tips to help you revise modes of engagement in light of learner differences. You’ll explore effective ways to discuss course requirements with students who may need accommodations.
This concise course design focused program will take you from comprehension to evaluation. After viewing, you’ll be able to:
- Identify and appraise your assumptions about how students should engage in a course
- Formulate appropriate ways to discuss accommodations with a student who has disabilities
- Demonstrate practical techniques to remove barriers to learning
A list of do’s and don’ts and recommended resources helps you implement what you learn with your next class.
No matter what sort of institution you teach in – public, private, two-year, four-year, online, or brick and mortar – providing equitable opportunity for all your students should be a priority.
Does your course include any of the following common practices, which could still stymie a student dealing with a disability?
- Small-group discussions
- Lab work
- Q&A and feedback sessions
- Developing charts or diagrams
If you use any of these elements, How Can I Make the Activities in My Course More Inclusive?can show you proven methodologies to make sure your course is accessible to all your students.
With its conceptual and practical approach, this session is perfect for new instructors who may not have much experience in developing accommodations and alternative modes of engagement to remove barriers to learning.
By enhancing your awareness of how learner differences shape participation in course activities, you’ll learn how to select appropriate modes of engagement.
This program is also part of the Universal Design 4-pack
Product Code: PM13MA
Elizabeth Harrison, Ph.D., is the director of the Office of Learning Resources (OLR) at the University of Dayton as well as the associate director of the Ryan C. Harris Learning & Teaching Center.
She is active at the state and national levels in the Association on Higher Education and Disability (AHEAD) and at the national level in the faculty development professional association (POD-Network).
Harrison has led workshops on universal design at higher education institutions in the U.S. and Canada, and has presented on the topic at national conferences.
$249 - CD
$300 - Campus Access License
$49 - On-Demand
$99 - CD
$49 - On-Demand
$99 - CD