Designing Inclusive Learning Experience through Open Educational Practices
Open Educational Practices (OEP), Inclusive Learning, Course Design, Higher Education
This resource explores how Open Educational Practices (OEP) can be leveraged to design inclusive learning experiences. It discusses strategies for fostering accessibility, equity, and participation in higher education through the use of Open Educational Resources (OER) and collaborative practices.
Part of Designing Learning Experiences, an OER textbook by CAUL OER Collective
CAUL (Council of Australian University Librarians) OER Collective
CAUL OER Collective, collaborating universities and educators
Usage Rights: Licensed under Creative Commons Attribution (CC BY) Licensed under Creative Commons Attribution (CC BY), allowing adaptation and redistribution with proper attribution
Related to OER initiatives, digital accessibility, and inclusive learning design research
Open Educational Resource (OER), Educational Guide
Global, with relevance for higher education institutions
Open Educational Resources (OER), Digital Inclusion, Higher Education, Course Design
OpenStax is a nonprofit educational initiative that provides high-quality, peer-reviewed, openly licensed textbooks and resources for higher education. The platform supports instructors in designing inclusive digital courses and curricula, ensuring accessibility and affordability in education.
OpenStax Team, Subject Matter Experts, University Partners
Usage Rights: Licensed under Creative Commons Attribution (CC BY)
Related to other OER initiatives and inclusive digital learning projects
Digital (HTML, PDF, ePub, and print-on-demand options)
English (some resources available in Spanish and other languages)
Open Educational Resource (OER), Digital Textbook Library
DOI/ISBN available for individual textbooks
Global, with a focus on higher education institutions
Culturally Responsive Teaching: Strategies for Creating Inclusive Learning Experiences
Culturally responsive learning teaching; inclusive learning experiences; needs of students
The objective of this professional learning activity is to equip teachers with the knowledge and skills necessary to create culturally responsive learning experiences that meet the needs of all students in the classroom. In this OER, professionals explore strategies and resources that will help them create culturally responsive learning experiences for their students. It offers various steps that guide educators through exploring important resources, reflecting on their practices, and gaining practical strategies to create a more inclusive environment.
Rebecca Henderson (author) P.L.A.Y. Professional Learning and You
Many of the materials of this resource are other websites such as YouTube, Learning for Justice etc. For more information see “Relation”.
Poste by Rebecca Henderson on 12-4-2023 Updated: 25-4-2023
Rebecca Henderson is the author of this resource.
FreeP.L.A.Y. Activity © 2023 by P.L.A.Y. Professional Learning and You is licensed under Attribution-NonCommercial-ShareAlike 4.0 International
TED talk: Pierson, R. (n.d.). Every kid needs a champion [Video]. TED Talks. https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion Ferlazzo, L. (2015). “Culturally Responsive Teaching”: an interview with Zaretta Hammond (Opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-culturally-responsive-teaching-an-interview-with-zaretta-hammond/2015/07 Activities on the website, “Learning for Justice”: Test Yourself for Hidden Bias https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias Review Teaching Strategies https://www.learningforjustice.org/classroom-resources/teaching-strategies ISTE. (2019, October 9). Creating a culturally responsive classroom [Video]. YouTube. https://www.youtube.com/watch?v=VixB5WBiLqE Activities on the website, “National Council for Teachers of English's”: Multicultural Literature https://ncte.org/blog/2015/02/multicultural-literature/ Culturally Relevant Pedagogy https://ncte.org/blog/2016/02/culturally-relevant-pedagogy/
TED talk; video MP4 Online activities; articles; websites HTML
Henderson, R. (2023, April 25). Culturally Responsive Teaching: Strategies for creating Inclusive learning experiences. The P.L.A.Y. Network. https://www.playlearngrow.info/post/culturally-responsive-teaching-strategies-for-creating-inclusive-learning-experiences
This OER is applicable globally, particularly for educators in diverse educational settings, with a focus on inclusivity and cultural awareness in pedagogy. The content applies to modern educational practices.
EUniWell OER self-study module Diversity and Inclusion in Education
Discrimination; diversity; inclusion; school structure; practices
The overall aim of this OER is to build competencies in educators (both future and current) to promote inclusive and equitable educational environments for all students, regardless of their diverse backgrounds, needs, or identities. It provides foundational knowledge and frameworks that directly support the design of inclusive curricula in higher education. It offers insights into understanding the diverse needs of students, overcoming barriers to inclusion, and applying inclusive practices that make higher education more accessible and equitable for everyone. By incorporating the concepts and strategies from this OER, higher education curriculum designers can ensure their programs reflect inclusive principles and foster an environment where all students can thrive.
This OER self-study module was produced by the University of Konstanz project team as part of the EUniWell project, funded by the European Union. OER Project Team: Sarah Roos (Project Coordination), Dr. des. Manuela Ulrich (Diversity & Inclusion), Dr. Sebastian Tillmann (Chapter 7. Unconscious Bias), Michael Kowalczyk (Educational Media). Acknowledgements: the case vignettes were created by teacher education master’s students; Samantha Jacobs and Lucy Bell (Student Assistant); André Dietrich (LiaScript Developer); the Chapter Header Illustrations are by Manfred Steger
The module is primarily derived from EUniWell’s efforts. Many of the materials are from the official website of EUniWell Project. The OER often refers to global legal frameworks, like the UN Convention on the Rights of Persons with Disabilities (CRPD), and other international human rights conventions; inclusive education theories, such as systems theory, symbolic interactionism, and others (see “Relation”).
No reference but the case vignettes were created during the 2024 summer semester.
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. “You are free to share, remix, adapt, and build upon the work, even for commercial purposes, as long as you credit the original creator and license your new creations under the same or a compatible license.”
Video/YouTube: Inclusion and Education: #AllmeansALL https://www.youtube.com/watch?v=kEyjlqixq9c Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. (2020). In UNESCO eBooks. https://doi.org/10.54676/jjnk6989 Ellis, D. P. (1968). SOCIOLOGICAL THEORY AND MODERN SOCIETY. By Talcott parsons. New York: The free press 1967. 564 pp. $12.50. Social Forces; a Scientific Medium of Social Study and Interpretation, 47(1), 90–91. https://doi.org/10.2307/2574723 Fend, H. (2009). Neue Theorie der Schule. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91788-7 Video/YouTube: Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066x.32.7.513 Epp, A. (2017). Bronfenbrenner’s Ecological Systems Theory as a Sensitization and Examination Pattern for Empirical Analyses. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 19(1). https://doi.org/10.17169/fqs-19.1.2725 Mead, G. H. (1934). Mind, self and society from the standpoint of a social behaviorist. University of Chicago Press. https://www.ssoar.info/ssoar/handle/document/50777 Joas, H. (1989). Intersubjektivität – Die Entwicklung des Werkes von G. H. Mead. Berlin: Suhrkamp. Helle, H. J. (2001). Theorie der symbolischen Interaktion: ein Beitrag zum verstehenden Ansatz in Soziologie und Sozialpsychologie (3rd ed.). Düsseldorf: Westdeutscher. Wocken, H. (2009). Inklusion & Integration. Ein Versuch, die Integration vor der Abwertung und die Inklusion vor Träumereien zu bewahren. In Integration und Inklusion auf dem Wege ins Gemeinwesen (pp. 204–234). A.-D. Stein, I. Niediek, & S. Krach. https://inklusion20.de/material/inklusion/Inklusion%20vs%20Integration_Wocken.pdf Grosche, M. (2015). Was ist Inklusion? Ein Diskussions- und Positionsartikel zur Defi nition von Inklusion aus Sicht der empirischen Bildungsforschung. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Eds.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 17–39). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-06604-8 UN-CRPD (Committee on the Rights of Persons with Disabilities). (2016) General comment No. 4 on the right to inclusive education. Convention on the Rights of Persons with Disabilities. https://documents.un.org/doc/undoc/gen/g16/263/00/pdf/g1626300.pdf Original illustration by Robert Ähnelt (CC-BY-SA 3.0 DE) modified by Michael Kowalczyk (CC-BY-SA 4.0 DE) Video/YouTube: What Is Inclusion? https://www.youtube.com/watch?v=3VMz06iVzqs THE 17 GOALS | Sustainable Development. (n.d.). https://sdgs.un.org/goals Video/YouTube: Response to Intervention: A Tiered Approach to Instructing All Students https://www.youtube.com/watch?v=nkK1bT8ls0M&t=1s UNESCO Global Education Monitoring Report Team, International Task Force on Teachers for Education. (2020). Inclusive teaching: preparing all teachers to teach all students. https://unesdoc.unesco.org/ark:/48223/pf0000374447 Widmer-Wolf P. (2018). Kooperation in multiprofessionellen Teams an inklusiven Schulen. in T.Sturm & M.Wagner-Willi (Hrsg.), Handbuch schulische Inklusion (Kap 3.5). UTB. - https://doi.org/10.36198/9783838549590 Jurkowski, S., Ulrich, M., & Müller, B. (2023). Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration. International Journal of Inclusive Education, 27(1), 54–71. https://doi.org/10.1080/13603116.2020.1821449 Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation: The Official Journal of the Association for Educational and Psychological Consultants, 20(1), 9–27. https://doi.org/10.1080/10474410903535380 Studienseminar Hannover für das Lehramt für Sonderpädagogik. (n.d.). Handreichungen zur Ausbildung im gemeinsamen Unterricht. https://lehrerfortbildung-bw.de/s_sueb/alle/fb1/6_mat/3_zusammen/11_lit/Handreichungen-zur-Ausbildung-im-gemeinsamen-Unterrich.pdf Video/YouTube: Co-Teaching Overview https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc Video/YouTube: Special Education and Regular Education: Working Together https://www.youtube.com/watch?v=jlc1ZU-P8jc Abbott, K. (2014). Social Justice. In A.C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer. https://doi.org/10.1007/978-94-007-0753-5_2772 Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams (Ed.), Teaching for diversity and social justice (pp. 1–14). Routledge/Taylor & Francis Group. Brüderl, J. (2019). Soziale Ungleichheit. Vorlesung Sozialstrukturanalyse (Kapitel 4), LMU München, Germany. https://www.ls3.soziologie.uni-muenchen.de/studium-lehre/lehrmaterialien/ws-2019-2020/vorlesung-sozialstruktur_19.pdf Garro, F., Chiappalone, M., Buccelli, S., De Michieli, L., & Semprini, M. (2021). Neuromechanical Biomarkers for Robotic Neurorehabilitation. Frontiers in Neurorobotics, 15. https://doi.org/10.3389/fnbot.2021.742163 ICD-11 for Mortality and Morbidity Statistics. (n.d.). Retrieved November 18, 2024, from https://icd.who.int/browse/2024-01/mms/en#437815624 Costa, P. T., & McCrae, R. R. (1988). Personality in adulthood: A six-year longitudinal study of self-reports and spouse ratings on the NEO Personality Inventory. Journal of Personality and Social Psychology, 54(5), 853–863. https://doi.org/10.1037/0022-3514.54.5.853 Costa, P. T., Jr, McCrae, R. R., & Löckenhoff, C. E. (2019). Personality across the life span. Annual Review of Psychology, 70(1), 423–448. https://doi.org/10.1146/annurev-psych-010418-103244 Iller, M.-L., Mäder, R., & Schreiber, M. (2021). Handbuch Fragebogen zur Erfassung der Persönlichkeit (HEXACO-PI-R1). Zürcher Hochschule für Angewandte Psychologie. https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf
Activities (crossword; quiz; interactive reflection task; Padlet (feedback wall); text. HTML Video/YouTube MP4 Reports PDF
https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7
The OER self-study module on Diversity and Inclusion in Education covers a comprehensive range of topics including inclusive education, diversity, discrimination, sustainability, and well-being in educational contexts. It is primarily targeted at student teachers, but is also accessible to in-service teachers and a broader educational audience. The module addresses the practical application of inclusive pedagogies, aligned with international human rights frameworks such as the UN CRPD, and emphasizes the development of future competencies needed by educators. This OER is relevant to the European context but is also applicable internationally, providing insights for educators facing global educational challenges.
Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher
Diversity equity; inclusion practices; DEI program/curriculum; sensitive leadership
This module provides supplemental information, activities, and resources to help teacher candidates develop effective instructional practices that address the diverse needs of students. It includes strategies on culturally relevant pedagogy, legal requirements for discrimination, and creating inclusive classrooms. This module supports the goals of creating inclusive, flexible, and culturally relevant curricula.
The module contains references to a variety of external resources, such as legal documents, research articles. Moreover, it established educational practices, especially around Universal Design for Learning (see “Relation”).
This resource was sponsored by Branch Alliance for Educator Diversity
Creative Commons Attribution Non-Commercial Share Alike
Every Student Succeeds Act (ESSA) Individuals with Disabilities Education Act (IDEA) American with Disabilities Act Video/YouTube: The Difference Between Equity, Inclusion, and Diversity by Ritu Bhasin Discrimination in Education - Federal Laws https://www.findlaw.com/civilrights/discrimination/discrimination-in-education-federal-laws.html "Five Powerful Ways to Take REAL Action on DEI (Diversity, Equity & Inclusion)" Americans with Disabilities Act: https://www2.ed.gov/about/offices/list/ocr/docs/hq9805.html Every Student Succeeds Act (ESSA): https://www.ed.gov/essa Individuals with Disabilities Education Act: https://sites.ed.gov/idea/ How to Foster a Strong DEI School Culture: https://www.schoolworks.org/stepping-up-diversity-equity-and-inclusion/ Unrealized Impact: The Case for Diversity, Equity, and Inclusion: http://www.unrealizedimpact.org/wp-content/uploads/2017/07/Unrealized_Impact-ExecSummary-Final-072017.pdf What Equity Really Means in Schools: https://resilienteducator.com/classroom-resources/what-equity-really-means-in-schools/ What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom: https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/ Warren, C. A. (2017). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169–183. https://doi.org/10.1177/0022487117712487 Schissel, J. L., De Korne, H., & López-Gopar, M. (2018). Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism, 24(3), 340–356. https://doi.org/10.1080/13670050.2018.1463965 Video/YouTube: UDL to Change the World: https://www.youtube.com/watch?v=shgJYEmD1_A The UDL Guidelines: https://udlguidelines.cast.org/ Instructions strategies for the Reading Rockets Curriculum/Program: https://www.readingrockets.org/classroom/classroom-strategies Video/YouTube: Welcome to our new series on High-Leverage Practices: https://www.youtube.com/watch?v=y0iGKOq8UXk U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2016, November). Adolescent Literacy intervention report: READ 180®. Retrieved from http://whatworks.ed.gov U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, May). Students with Learning Disabilities intervention report: Repeated Reading. Retrieved from http://whatworks.ed.gov U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, October). Beginning Reading intervention report: Open Court Reading©. Retrieved from http://whatworks.ed.gov U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, November). Beginning Reading intervention report: Reading Mastery. Retrieved from http://whatworks.ed.gov U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, November). Students with Learning Disabilities intervention report: Reciprocal teaching. Retrieved from http://whatworks.ed.gov U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, July). Beginning Reading intervention report: Reading Recovery®. Retrieved from http://whatworks.ed.gov What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2017, September). Beginning Reading intervention report: Leveled Literacy Intervention. Retrieved from https://whatworks.ed.gov Universal Design for Learning: https://www.cast.org/impact/universal-design-for-learning-udl#.XLj1d-hKhPZ High Leverage Practices for Students with Disabilities: https://highleveragepractices.org/ IES What Works Clearing House: https://ies.ed.gov/ncee/wwc/ Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22–30. http://files.eric.ed.gov/fulltext/EJ1166706.pdf Video/YouTube: Supporting Schoolwide Culturally Responsive Practice: https://www.youtube.com/watch?v=ztnwmVBMfd0 TED/YouTube: CULTURALLY RELEVANT PEDAGOGY IN MATHEMATICS: A CRITICAL NEED | Shelly Jones | TEDxCCSU: https://www.youtube.com/watch?v=EjLOuUhN6xY&t=1s Power Point: Diversity and Culturally Responsive Teaching by Dr. Beverly Sande Hollowell, Cherilynne, "Culturally Responsive School Leadership: How Principals Use Culturally Responsive Leadership Strategies to Develop Engaging and Inclusive School Environments for All Students" (2019). Dissertations. 239. https://digitalcommons.brandman.edu/edd_dissertations/239 Howley, A., Woodrum, A. Burgess, L., & Rhodes, M. (2009). Planning for Culturally Responsive Leadership: Insights from a Study of Principals of Exemplary Schools. Educational Planning, 8(3), 12–27. Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383 TED/YouTube: On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge Getting Started With Culturally Responsive Teaching: https://www.edutopia.org/article/getting-started-culturally-responsive-teaching Culturally Relevant Pedagogy: https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2015). Culturally Responsive Teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2). https://doi.org/10.11114/jets.v4i2.1136 Chiu, C. L., Sayman, D., Carrero, K. M., Gibbon, T., Zolkoski, S. M., & Lusk, M. E. (2017). Developing culturally competent preservice teachers. Multicultural Perspectives, 19(1), 47–52. https://doi.org/10.1080/15210960.2017.1267515 Averill, R., Anderson, D., & Drake, M. (2015). Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling. Mathematics Teacher Education and Development, 17, 64–83. Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study. Studying Teacher Education, 10(3), 290–312. https://doi.org/10.1080/17425964.2014.958072
Video-ΥouTube; TED MP4 Texts; synchronous/asynchronous activities HTML Power Point presentation Power point DOC DOC
Sande, B. Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher. https://oercommons.org/courseware/lesson/83105/overview
The resource is applicable in educational settings, and is designed for educator preparation programs. It can be used in U.S, as it aligns with U.S. legal frameworks and educational standards. However, its applicability is not strictly limited to the U.S., as the concepts of Diversity, Equity, and Inclusion (DEI) are universally relevant in diverse educational settings worldwide.
Kingston University - Developing an Inclusive Curriculum - 1
Inclusive curriculum; higher education; inclusive principles; content; pedagogic styles; assessment; accessibility
This OER introduces the principles of an inclusive curriculum and outlines strategies to address three areas of the curriculum; content; pedagogic styles and assessment.
This resource is based on Kingston University's Excellence Framework for an Inclusive Curriculum.
This resource was added to Youtube on 19/10/2016.
Written by – Annie Hughes, Owen Beacock & Dominic Jackson-Cole – Centre for Equality, Diversity & Inclusion Sound recording – Ebby Acquah Voice over – Toby Everett Animation by Chris Shaw
All content is copyright of Kingston University, 2023.
Kingston University. (2016, October 19). Kingston University - Developing an inclusive Curriculum - 1 [Video]. YouTube. https://www.youtube.com/watch?v=wbjAsDjZRD0
Embedding skill development; inclusive curriculum design; global and cultural mobility; diversity; cultural sensitivity; content notes
This resource provides general advice on how you can make your curriculum content more inclusive.
Dr Amrita Mukherjee, Jenny Brady, Mike Kerr and Steven Gleadhall
This OER is aligned to Baseline Standard and the Professional Standards Framework.
Guide written by Dr Amrita Mukherjee and Jenny Brady Updated by Jenny Brady, Mike Kerr and Steven Gleadhall
Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Faculty of AHC Content Notes Principles and Guidance is restricted to members of the University of Leeds community.
https://library.leeds.ac.uk/info/1204/lecturer_support/94/develop_students_academic_literacies/2 https://studenteddev.leeds.ac.uk/developing-practice/decolonising/ Video/YouTube: Student perspective Inclusive course design. https://www.youtube.com/watch?v=nm2BSClD0As&t=41s https://sway.cloud.microsoft/nqtHkMlEHEaHmUAk?ref=Link&loc=play
Designing curriculum content - inclusive teaching. Inclusive Teaching. https://inclusiveteaching.leeds.ac.uk/resources/design-inclusively/designing-curriculum-content/
This resource is spatially relevant to the University of Leeds and other UK institutions but provides universal principles of inclusive teaching that can be applied across different higher education settings worldwide. The temporal focus remains on current, ongoing educational practices, and the jurisdiction of relevance is UK-based, particularly in relation to equality and professional standards frameworks for teaching.
Inclusive Educational Practices-Creation of a Lesson Plan
Inclusive learning practices, diverse learners’ needs, learning environments, learning design, effective strategies, tools and assistive technologies, lesson plan, professional development
This OER is a part of a course on Inclusive Educational Practices that offers professional development for educators who aspire to provide a supportive learning environment for dyslexic and with learning difficulties learners. This module aims to help educators analyze different learning styles and accordingly build their lesson plans as to embrace and support not only the needs of specific learners but provide quality education for all students. While the main aim is to help educators to build their lesson plans as to provide quality for all students, it could be used to develop elearning inclusive courses.
This OER contains references to a variety of external resources (see “Relation”).
Chrysoula Lazou created this OER. Moreover, this resource includes a wide range of references to external sources, whose authors can be recognized as contributors to the content.
Rouse, M. (2008). Developing inclusive practice: A role for teachers and teacher education.pdf. (p. 11-17) Brandy Antonio (Mrs. Antonio Plus). (2013, December 27). UDL: reducing Barriers [Video]. YouTube. https://www.youtube.com/watch?v=xTShQyw3m80 TMA TED. (2014, August 26). Sir Ken Robinson: Do schools kill creativity? [Video]. YouTube. https://www.youtube.com/watch?v=Oc9D-Im68mw Multiple Intelligences -- assessment. (n.d.). https://literacynet.org/mi/assessment/findyourstrengths.html Clark, D. R. (2011). Visual, Auditory, and Kinesthetic Learning Styles. Retrieved from: http://www.nwlink.com/~donclark/hrd/styles/vakt.html Clark, D. R. (2011). Howard Gardner’s Multiple Intelligences. Retrieved from: http://www.nwlink.com/~donclark/hrd/styles/gardner.html Edutopia. (2010, July 19). The Heart-Brain Connection: the neuroscience of social, emotional, and academic learning [Video]. YouTube. https://www.youtube.com/watch?v=o9fVvsR-CqM CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer].Wakefield, MA: Author CAST. (2010, January 6). UDL at a glance [Video]. YouTube. https://www.youtube.com/watch?v=bDvKnY0g6e4 Kumar , K. (2012). Universal Design for Learning with Kari Kumar. [video lecture]. (Watch 4:40'-5:50' to learn more about how UDL might be applicable to assessments) Centre for Teaching and Learning (CTL). (2012, January 5). UDLkari.mov [Video]. YouTube. https://www.youtube.com/watch?v=AW09_1kW8TY Lazou, C. (2018). A Concept Map of UDL Guidelines. The Inclusive Educators' Toolbox. Retrieved from: http://www.inclusivetoolbox.org/tool18 Ministry of Education (n.d.) UDL Principles Overview NC. Lazou, C. (2018). Dyslexia. Inclusive Educators’ Toolbox. Retrieved from http://inclusivetoolbox.org/tool14 Cool Tools for School (2018). Retrieved from https://cooltoolsforschool.net/. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. National Center on Educational Accessible Materials (n.d.). Display Options for Personalizing the Reading Experience. Licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Video/YouTube MP4 Text; padlet activity, multiple intelligence test HTML PDF PDF
This OER appears to be applicable globally to educators and its content may be applicable to modern educational practices.
Inclusivity; Universal Design for Learning; web accessibility; assistive technologies; diversity in education; learning environments; education
This OER provides a professional development workshop for educators on how to design inclusive learning environments that support diverse learners, including those with disabilities. The workshop focuses on applying Universal Design for Learning strategies, improving web accessibility, and exploring assistive technologies. It includes practical activities for revising syllabi, course content, and assessments to ensure they meet accessibility standards.
Leanne Riseley (author) Leeward Community College
Leeward Community College – Leanne Riseley (author)
Leanne Riseley created power points. Moreover, this OER includes a wide range of references to external sources, whose authors can be recognized as contributors to the content.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CAST. (2017, March 21). Katie Novak on UDL Now! Revised [Video]. YouTube. https://www.youtube.com/watch?v=WNaR7sUb7bM Article: So you think you understand UDL?“ Top 10 UDL Tips for Developing Learning Goals by CAST Top 10 UDL Tips for Designing an Engaging Learning Environment by CAST Top 10 UDL Tips for Assessment by CAST OER-Access Home. (n.d.). https://oeraccess.merlot.org/index.html Sonocent – Audio Notetaker. (n.d.). Sonocent Is a Registered Trademark of Sonocent Ltd. https://sonocent.com/audio-notetaker/ Assistive Technology Resource Centers of Hawaii. (n.d.). https://atrc.org/ Deliverable checklist. (n.d.). Google Docs. https://docs.google.com/document/d/1W9sfKVZiAHxkvo_8W16Yy_VxwLSijtnZ36tBYYessXI/edit?tab=t.0#heading=h.um9fdkxw577v https://www.facebook.com/watch/?v=10157250524177664 UDL On Campus. (2015, October 8). UDL in higher education [Video]. YouTube. https://www.youtube.com/watch?v=O_MCvjkd8Jc College STAR. (2018, June 26). CAST: UDL at a glance [Video]. YouTube. https://www.youtube.com/watch?v=U1B6yQXsr0c Access Mooc. (2016, March 9). Faculty thoughts on UDL [Video]. YouTube. https://www.youtube.com/watch?v=mfIcDu0CoNw Blake, C. (2018, May 30). How to Teach Social Justice in the Classroom. Retrieved March 6, 2019, from https://education.cu-portland.edu/blog/classroom-resources/teaching-social-justice/ The IRIS Center. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved from https://iris.peabody.vanderbilt.edu/udl/ CAST, Inc. (n.d.). The UDL guidelines. https://udlguidelines.cast.org/ E_Sheniger. (2019, May 6). “Leverage the digital assets (text, hyperlinks, images, video, blogs) you have availalbe to share your work, provided learning opportunities for others, and change the narrative (link: http://esheninger.blogspot.com/2019/05/recognizing-digital-assets-you-have-at.html) esheninger.blogspot.com/2019/05/recogn… #edchat #suptchat #cpchat” [Twitter Post]. Retrieved from https://twitter.com/E_Sheninger/status/1125375954568843265 Course Map Example (n.d.). Retrieved March 13, 2019, from https://online.fiu.edu/faculty/quality-commitment/quality-matters-essentials.php by Florida International University Hara, B. (2010, October 19). Graphic Display of Student Learning Objectives. Retrieved February 5, 2018, from https://www.chronicle.com/blogs/profhacker/graphic-display-of-student-learning-objectives/27863 “Curricular Components” image by The IRIS Center. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved from https://iris.peabody.vanderbilt.edu/udl/ From Theory to Practice: UDL "Quick Tips". (2010). Retrieved March 22, 2019, from https://accessproject.colostate.edu/udl/ The IRIS Center. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved from https://iris.peabody.vanderbilt.edu/udl/ “Memorable Assignments & UDL” video by Katie Novak from YouTube is licensed with a Standard YouTube license UDL On Campus. Retrieved from http://udloncampus.cast.org/home#.XJVo-ChKgcE is copyrighted by CAST Universal Design for Learning Guidelines. Retrieved from http://udlguidelines.cast.org/ is copyrighted by CAST. 2014 First Quarter Visitors” image by W3C. Retrieved April 11, 2019 from https://www.w3.org/WAI/tutorials/images/complex/#image-containing-substantial-information “Search” image from Amazon.com. Retrieved April 11, 2019 from http://www.amazon.com/ Goransson, D. (2017, October 16). Alt-texts: The Ultimate Guide. Retrieved June 4, 2018, from https://axesslab.com/alt-texts/ Netflix start page. (n.d.). Retrieved June 4, 2018, from https://www.netflix.com/ Smith, C. (n.d.). Accessible Learning. Retrieved February 14, 2018, from http://www.livebinders.com/play/play?id=2268951 University of Hawaii screen. (n.d.). Retrieved June 4, 2018, from https://www.hawaii.edu/ Web Accessibility Tutorials. (2017). Retrieved April 9, 2019 from https://www.w3.org/WAI/tutorials/ is copyrighted by W3C “Self-Driving Car Test: Steve Mahan” video by Google is licensed with a standard YouTube license. “Self-Driving Car Test: Steve Mahan (Audio Described)” video by Google is licensed with a standard YouTube license. Universal Design for Learning Guidelines. Retrieved from http://udlguidelines.cast.org/ is copyrighted by CAST. Is Assistive Technology Cheating?” video by Understood is licensed under the standard YouTube license. Smith, C. (n.d.). Accessible Learning. Retrieved February 14, 2018, from http://www.livebinders.com/play/play?id=2268951 Fujitsu Launches Diversity Communication Tool LiveTalk, with Multilingual Translation Functionality Using AI. (n.d.). Retrieved March 20, 2018, from http://www.fujitsu.com/global/about/resources/news/press-releases/2017/0308-01.html “What, So What, Now What” image. 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Video MP4 Webpages; activities HTML PowerPoint presentation Power point PDF
Riseley, L. Universal Design for Learning. https://oercommons.org/courseware/lesson/53908/overview
This workshop is designed for higher education educators and focuses on creating inclusive learning environments in the context of postsecondary education.
Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers
Educational strategies and policy; inclusion; higher education; tertiary education; teaching; educational needs
This OER offers postgraduate students a comprehensive guide to designing learning experiences that are accessible, equitable, and inclusive. It provides advice, principles, and practical strategies to help learning designers create a learning environment that recognizes and celebrates diversity while promoting equitable learning outcomes. Through detailed accounts of theory and practice, it covers the following topics: diversity and inclusion, role of learning designers, accessibility, equity, cultural responsiveness, open pedagogy, Indigenous-led learning design and designing with students.
Keith Heggart; Mais Fatayer; Camille Dickson-Deane; Puvaneswari P Arumugam; Katrina Thorpe; Shaun Bell; Susan Page; John Vulic; Nhung Nguyen; Katie Duncan; Rhiannon Hall; and Bruna Contro Pretero (authors) Australian National University, University of Technology Sydney, Western Sydney University, Deakin University, Auckland University of Technology (institutions)
Some chapters of this OER are development of ideas presented in related resources, such as: Heggart, K., Dickson-Deane, C. & Novak, K. (2020, September 7). The path towards a socially just learning design. The Society of Research in Higher Education Blog. Retrieved September 12, 2020, from https://srheblog.com/2020/09/07/the-path-towards-a-socially-just-learning-design/. Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology: The Magazine for Managers of Change in Education, 55(4), 3–12. https://dialnet.unirioja.es/servlet/articulo?codigo=6452530 Decolonising the curriculum – how do I get started? (2024, October 1). THE Campus Learn, Share, Connect. https://www.timeshighereducation.com/campus/decolonising-curriculum-how-do-i-get-started Team, B. O. E. (2021, September 7). Generative Artificial Intelligence. Pressbooks. https://opentextbc.ca/gettingstarted/chapter/generative-artificial-intelligence/#decisiontree Arumugam, P. P. (2024, July 26). Negotiating the assumptions and identity tensions surrounding third space academics/professionals. Pressbooks. https://oercollective.caul.edu.au/designing-learning-experiences/chapter/negotiating-the-assumptions-and-identity-tensions-surrounding-third-space-academics-professionals/ Melynee Naegele. (2022, May 12). 4HS Melynee Naegele overview [Video]. YouTube. https://www.youtube.com/watch?v=utCwxXUrnGc
Keith Heggart; Mais Fatayer; Camille Dickson-Deane; Puvaneswari P Arumugam; Katrina Thorpe; Shaun Bell; Susan Page; John Vulic; Nhung Nguyen; Katie Duncan; Rhiannon Hall; and Bruna Contro Pretero (authors) Keith Heggart and Mais Fatayer (editors) Henk Huijser and Leanne Ngo (reviewers)
Creative Commons Attribution-NonCommercial 4.0 International License Note that corporate logos, branding and images captioned as All Rights Reserved are specifically excluded from the Creative Commons Attribution Noncommercial Licence of this work, and may not be reproduced under any circumstances without the express written permission of the copyright holders.
La Trobe University. (n.d.). Case studies: using open educational resources at La Trobe. https://www.latrobe.edu.au/library/teaching-support/oer/case-studies-oer Fatayer, M. (2024, July 26). Designing inclusive learning experience through Open Educational Practices. Pressbooks. https://oercollective.caul.edu.au/designing-learning-experiences/chapter/designing-inclusive-learning-experience-through-open-educational-practices/#h5p-1 Mignolo, W. D. (2017). Coloniality Is Far from Over, and So Must Be Decoloniality. Afterall a Journal of Art Context and Enquiry, 43, 38–45. https://doi.org/10.1086/692552 OERs for Gaza. (n.d.). Google Docs. https://docs.google.com/forms/d/e/1FAIpQLSfUVY1lrBhaBL_WDIweRQFEShCGNiThOHnOU8A0GRzvjOGp_w/viewform Homepage - Australian Disability Network. (2024, December 18). Australian Disability Network. https://australiandisabilitynetwork.org.au/ https://deafaustralia.org.au/ Hearing Australia - Our story: Excellence in Hearing Care - Hearing Australia. (n.d.). https://www.hearing.com.au/ Neurodiversity Hub - resources for students, employers & more. (n.d.). Neurodiversity Hub. https://www.neurodiversityhub.org/ Vision Australia | Vision Australia. Blindness and low vision services. (n.d.). https://www.visionaustralia.org/ ‘For me, accessibility adjustments equal success’, by Ashley Willcox Stop speaking into a black abyss, turn on your video, by Bettina Liang To the student that’s hesitant to disclose, by Elham Hafiz Creating accessible and comfortable learning environments for accessibility students, by Jatin Dhanji Why inclusive environments are important for learning, by Jackson Tait A brief guide to the Disability Discrimination Act. (n.d.). Australian Human Rights Commission. https://humanrights.gov.au/our-work/disability-rights/brief-guide-disability-discrimination-act https://www.legislation.gov.au/F2005L00767/latest/text Integrating Open Education Resources into your teaching. Australasian Open Educational Practices Special Interest Group
Heggart, K., Fatayer, M., Dickson-Deane, C., Arumugam, P.P., Thorpe, K., Page, S. Bell, S, Vulic, J., Nguyen, N., Duncan, K., Hall, R., & Pretero, B.C., (2024). Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers. UTS ePress. https://oercollective.caul.edu.au/designing-learning-experiences.
This textbook is primarily relevant to professionals and academics working in the Australian education context, with a focus on addressing the unique challenges posed by a diverse student population and evolving educational methods. It draws attention to issues of inclusivity, accessibility, and cultural responsiveness in course design, tailored to the specific needs and regulations of Australian and New Zealand universities. While its primary application is within Australia, the principles discussed are also broadly applicable to other educational contexts facing similar challenges.