Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom

Autor/inn/en	Grier-Reed, Tabitha; Williams-Wengerd, Anne
Titel	Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom
Quelle	In: Education Sciences, 8 (2018), Artikel 167 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Inclusion; Disabilities; Equal Education; Access to Education; Culturally Relevant Education; Constructivism (Learning); Educational Methods; Undergraduate Study; Educational Environment; Metacognition; Student Needs; Relevance (Education); Evaluation Methods; Classroom Environment; Feedback (Response); Tests; Student Evaluation; Writing Assignments; Student Projects + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Educational method; Erziehungsmethode; Grundstudium; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Relevance; Relevanz; Klassenklima; Unterrichtsklima; Examination; Prüfung; Examen; Schulnote; Studentische Bewertung; Schulprojekt
Abstract	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. In order to 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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01