Activity of the ASEE Diversity Committee: Engaging a Community in Diversity, Advocacy, and Inclusive Practices

The Diversity Committee of HFES has led sessions at the Annual Meeting for the past three years focused on improving diversity, equity and inclusion in the society as well as providing support to human factors and ergonomics (HF/E) researchers and practitioners who aim to apply HF/E knowledge and principles to improve diversity, equity and inclusion through their work. In this panel, we bring together researchers actively engaged in designing technology and systems by considering issues of diversity, equity and inclusion to share insights and methods. Topics include the thoughtful design of sampling strategies and research approaches, alternative and participatory methods to understand the impact of automation and technology on equity, scoping design problems to be inclusive and equitable through interdisciplinary partnerships, and the application of sociotechnical system design and team science to develop interdisciplinary teams. By sharing our experiences, we hope to prepare others to successfully approach these topics.

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The value of caregiver inclusive practices in geriatric transitions of care: A systematic review

Health Policy ◽

10.1016/j.healthpol.2021.05.001 ◽

2021 ◽

Author(s):

Isabelle Meulenbroeks ◽

Joanne Epp ◽

Liz Schroeder

Keyword(s):

Systematic Review ◽

Transitions Of Care ◽

Inclusive Practices

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Including students with disabilities in innovative learning environments: a model for inclusive practices

International Journal of Inclusive Education ◽

10.1080/13603116.2021.1916105 ◽

2021 ◽

pp. 1-16

Author(s):

Angela Page ◽

Jo Anderson ◽

Jennifer Charteris

Keyword(s):

Students With Disabilities ◽

Learning Environments ◽

Inclusive Practices ◽

Innovative Learning ◽

Innovative Learning Environments

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Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

Sustainability ◽

10.3390/su13042300 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2300

Author(s):

Constanza San Martin ◽

Chenda Ramirez ◽

Rubén Calvo ◽

Yolanda Muñoz-Martínez ◽

Umesh Sharma

Keyword(s):

Inclusive Education ◽

Special Education Teachers ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Inclusive Classrooms ◽

Inclusive Practices ◽

Teacher Qualification ◽

Service Training ◽

Teachers Attitudes ◽

Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

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