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What is Inclusive Teaching?

Inclusive teaching is much too broad to be confined to any one pedagogy or method. Rather, inclusive teaching can be thought of as a worldview or way of thinking. The intentional practice of supporting students of all abilities, genders, races, and backgrounds is integral to the success and mission of UCF.

Ultimately, students are deeply affected by their social relationships and environment. The explicit and implicit messages you send via your course design, syllabus, and interactions with students can create an environment in which students either feel welcomed and included or unwelcome and excluded. Working to ensure that all students encounter a learning environment that is inclusive and supportive is paramount to their success.

To learn about inclusion at UCF, start with the Inclusive Excellence website. The Center for Distributed Learning has a page dedicated to online accessibility with many helpful suggestions and resources. Student Accessibility Services provides resources and support for inclusive teaching and coordinates academic accommodation efforts. Also see information on our Design for Accessibility page.

The videos below provide information about addressing the learning needs of special populations:

Non-Traditional Students

Culturally and Linguistically Diverse Students

Inclusive Teaching

More information about inclusive teaching

Check out the following articles for more information about inclusive teaching.

  • Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. York: Higher Education Academy.
  • Jowallah, R. (2018). Critical Reflective Reflexive Inclusive Pedagogy: A Framework for Designing and Implementing Inclusive Educational Practices within the Online and Face-to-Face Learning Environments in Higher Education.
  • Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., Roelofs, F. & Van Dam, L. (2017). Moving towards inclusive learning and teaching: A synthesis of recent literature. Teaching & Learning Inquiry, 5(1), 1-13.
  • Perry, B., & Edwards, M. (2012). Creating an “invitational classroom” in the online educational milieu. American Journal of Health Sciences (AJHS), 3(1), 7-16.
  • White, B. P. (2016). Beyond a deficit view. Inside Higher Ed.