Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma

2020 ◽  
Keyword(s):  
Young People ◽  
Learning Environments ◽  
Inclusive Learning

Can Cities Become “Inclusive Learning Environments”?

2020 ◽  
pp. 953-965
Author(s):  
Federica Fulghesu ◽  
Luca Tricarico ◽  
Andrea Billi ◽  
Chiara Missikoff
Keyword(s):  
Learning Environments ◽  
Inclusive Learning

Culturally Responsive Teaching with Adult Learners

2021 ◽  
pp. 1459-1468
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Adult Educators ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Teaching with Adult Learners

2018 ◽  
Vol 9 (4) ◽  
pp. 33-41 ◽  
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Using the SAMR and UDL Models to Differentiate Online Instruction

2020 ◽  
pp. 141-157
Author(s):  
Joanne Caniglia ◽  
Michelle Meadows
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Interactive Software ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
Inclusive Learning ◽  
Design For Learning

The purpose of this chapter is to discuss two frameworks that are useful for integrating and differentiating technology within online learning environments for students with disabilities: Universal Design for Learning (UDL) and the Substitution, Augmentation, Modification, Redefinition Model (SAMR). Following a review of the literature of each framework, the interactive software program, Desmos®, will be used to demonstrate how to integrate these two models. Finally, the authors make recommendations that will support all students to benefit from an online environment and engage in inclusive learning experiences.

Effective Practices for Helping Students Transition to Work

2020 ◽  
Author(s):  
Michael Shevlin ◽  
John Kubiak ◽  
Mary-Ann O'Donovan ◽  
Marie Devitt ◽  
Barbara Ringwood ◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Compulsory Education ◽  
People With Disabilities ◽  
Effective Practices ◽  
Work Readiness ◽  
Economic Independence ◽  
Marginalized Groups ◽  
Inclusive Learning ◽  
Educational Need

People with disabilities have been among the most marginalized groups within society, with consequent limitations imposed on their access to many goods within society, including education, employment, and economic independence. Some progress is evident in the establishment of more inclusive learning environments, yet it is also clear that upon leaving compulsory education or further/higher education, young people with disabilities encounter significant barriers to accessing meaningful employment. Facilitating transitions to employment for people with disabilities should be informed by ambition and a belief in the capacity of these individuals to make a meaningful contribution to society and achieve a level of economic independence. The issues that are pertinent to young people who have a special educational need or a disability and an aspiration to transition to further/higher education require attention. Research and applied practice has demonstrated the utility of an innovative educational and work readiness program for people with an intellectual disability. Such work highlights the facilitating factors that may encourage a more ambitious reimagining of what may be possible for individuals who have been marginalized.

scholarly journals Research on teaching strategies in inclusive learning environments: a case study

2016 ◽  
Vol 4 ◽  
pp. 241-256
Author(s):  
Juan Ramón Soler Santaliestra ◽  
◽  
Rebeca Soler Costa ◽  
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Research On Teaching ◽  
Inclusive Learning

scholarly journals Supporting Inclusive Learning Environments and Professional Development in Medical Education Through an Identity and Inclusion Initiative

2020 ◽  
Vol 95 (12S) ◽  
pp. S51-S57
Author(s):  
James N. Woodruff ◽  
Monica B. Vela ◽  
Zaina Zayyad ◽  
Tyrone A. Johnson ◽  
Beverly Kyalwazi ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Learning Environments ◽  
Inclusive Learning
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