How can we teach inclusively?

There are many ways of thinking about teaching inclusively, and there is no one method or set of techniques that constitute inclusive teaching. However, many of the key actions underpinning this kind of teaching can be framed as ‘creating good working personal relationships’ and ‘communicating effectively’. These two are, obviously also intertwined with each other. Looking at inclusion from a universal design perspective, it will be argued that the suggestions about inclusive teaching discussed below will benefit all students, not only the students of diverse background whose specific needs and strengths are considered here. Zepke and Leach (2007) in their research into the views of teachers at New Zealand tertiary institutions, found that the teachers they talked to stressed the importance of ‘establishing rapport’ (p.661), ‘relating the content both to what students already knew and their experiences’ (p. 661) and ‘us[ing] a variety of methods to help students from diverse backgrounds learn successfully’ (p. 662). All these strategies were mentioned by students and teaching staff at Victoria University who were asked about their attitudes to inclusive teaching.

According to Chris Bowden openness, genuineness, respect… are the key elements of inclusivity. And many of his colleagues agreed with him.

I disclose about myself because that’s part of building trust. Cherie Chu.

I do quite a lot of work on my personal positioning. It’s a class on race and gender taught from a feminist perspective and I let the students know that I’m in a heterosexual relationship and that I have two sons, but that my partner and I have a non-traditional set up where he is a stay at home dad. This is all pertinent to the content of the class. Sara Kindon.

I think being frank and honest with the students is an important part of relationship building – especially being honest about what you don’t know. Tai Ahu.

You should also be honest about where you’re coming from. For instance some lecturers have a good knowledge of contemporary student culture and can use that to their advantage in their lectures. I don’t … it’s not really something I know much about so I think it’s better to be honest about that and not pretend. Professor Jonathan Boston