Embracing Diversity in Inclusive Post-Secondary Classrooms

There is no debate. The face of higher education is changing.  As a result of this perpetual shift, the expectations of institutions and educators teaching in higher ed have changed. Never before has higher ed been more under the microscope as it is challenged to be more accessible, creative and flexible in model and delivery.

One of the most important things influencing new directions in post-secondary education is the increase in the diversity of students. Classrooms and labs are comprised of students from a wide range of backgrounds and cultures. They come with a vast range of experiences and are dealing with an increasing number of personal and family stresses. There has also been a steady increase in the number of students with disabilities entering college. The result is a classroom of students, each with unique individual differences that go far beyond the obvious.

When change is upon us we often have to reflect on our current teaching practices and take steps to change in order to meet the newest trends. In all honesty, I continue to feel challenged when it comes to meeting the needs of all of the diversity blended within my classrooms.  If you are honest, I believe you are too. 

For a moment, I would like to focus on one of my most recent teaching experiences.  Last Spring I had the privilege of teaching two classes of adults with disabilities in a post-secondary certificate program.  These students had a wide range of special needs and what was most obvious, was that even among students with similar diagnoses, each had unique and individual profiles of learning.

Now this was not a new understanding of mine, however, the interactions I had in the classroom with these amazing students deepened my understanding. What I took away from that experience is currently shaping and leading my professional practice as an educator. It taught me where I always need to begin to meet the needs of such a wide range of diverse learners in every classroom. I would like to share my takeaways from that experience. I believe these actions will result in increased social engagement and higher academic achievement in my classrooms overall.

1. All students (typical or atypical) have a profile of individual differences.  Teachers also have their own profile of individual differences. This is important to reflect on.  Have you reflected lately on how your individual differences impact your teaching philosophy or style? 

2. Students really appreciate the time an instructor takes to know them.  Start with their names.  It goes a long way in building personal connection and increasing student engagement.

 3.  A student who appears withdrawn likely does not really want to stay that way.  They may just need someone to reach out to them.  After all, all students just really want to feel like they belong.   

4. Students who have struggled know they struggle and are often very appreciative of the opportunity to learn in a college or university environment. They want to succeed. Give them a chance. Make sure you are the gateway to success, not the barrier. 

5. Students crave the acknowledgment.  They need to hear what they are achieving at, not just what they are struggling with.  

6. Universal Design Principles work.  They may take extra effort initially but are well worth the thought and implementation.  Rather than specialized accommodations, the use of UDI gives all students access to a fully accessible learning environment.  Not all students have declared their disabilities with disability supports on campus and you may not even realize.  Universal Design Principles level the playing field. 

7. You don't have to solve all of the student’s problems.  They likely just need your help to guide and support, possibly just to listen. Sometimes they just need to talk things through or be aware of some of their options.

 8. All students regardless of their disability or other unique difference must be held accountable.  In fact, many thrive on the consistency of expectations whether policy or individual practices of the professor. 

9. Check your biases and assumptions at the door.  Believe all can achieve because they can! They just need you to give them the opportunity.

10. Know the diagnosis or disability is not the person bit is only part of the person (and is really only the smallest part).

Good teaching isn't just about content and delivery.  Good teaching is also about relationships. We must develop teaching practices based on a true understanding of individual differences and avoid a cookie cutter style of teaching.  We need to learn from and utilize the resources we have from our institutions, government, and our professional learning networks, to create a truly inclusive environment where all can achieve. 

Perhaps you have already embraced these notions in your teaching practice and are doing it well. Many are! Perhaps you are practicing elements of the above yet feel you have more growth to consider.  Some do! Wherever you are on your journey to competently providing an inclusive classroom experience to your students reflect on it. Most of all embrace it! Be a positive influence in creating truly inclusive classrooms and welcome this shift in higher education.

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