4 10 53 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Resources Description An account of the resource Online Resources Website A resource comprising of a web page or web pages and all related assets ( such as images, sound and video files, etc. ). Local URL The URL of the local directory containing all assets of the website <a href="https://www.merlot.org/merlot/index.htm">https://www.merlot.org/merlot/index.htm</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource MERLOT Subject The topic of the resource Accessible resources, inclusive education, digital learning Description An account of the resource MERLOT (Multimedia Educational Resource for Learning and Online Teaching) provides instructional materials like lesson plans, multimedia, and course materials. It promotes a cooperative community by assisting educators in producing, disseminating, and reviewing content. In order to help users evaluate and enhance contents, MERLOT also includes tools for peer review and content development. It is a multidisciplinary tool that may be used for both teaching and learning. Creator An entity primarily responsible for making the resource MERLOT Source A related resource from which the described resource is derived MERLOT is a program of the California State University Long Beach, partnering with educational institutions, professional societies, and industry. Publisher An entity responsible for making the resource available MERLOT Date A point or period of time associated with an event in the lifecycle of the resource 2020 Contributor An entity responsible for making contributions to the resource MERLOT team, educators, academic staff, students Rights Information about rights held in and over the resource MERLOT is a program of the California State University. © Copyright 1997-2020. All rights reserved. Free for educational and non-commercial use. Can be adapted and shared with attribution. Relation A related resource Related to Open Education Resources Format The file format, physical medium, or dimensions of the resource Online resource Language A language of the resource English Type The nature or genre of the resource Educational resource Identifier An unambiguous reference to the resource within a given context MERLOT - Supporting Teaching and Learning Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Global online resource Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BOOK Description An account of the resource Access to the related book. PDF Access to PDF of resource. URL <a href="https://www.merlot.org/merlot/viewMaterial.htm?id=773413177">https://www.merlot.org/merlot/viewMaterial.htm?id=773413177</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Inclusive Education: Simple Strategies to Improve Equity and Embrace Diversity Subject The topic of the resource Inclusive education; teaching strategies Description An account of the resource The ebook "Inclusive Education: Simple Strategies to Improve Equity and Embrace Diversity" provides educators with practical approaches to foster inclusivity in academic environments. It emphasizes the importance of recognizing diverse student backgrounds, identities, and challenges that can affect learning outcomes. The book outlines strategies for creating inclusive syllabi, accommodating diverse learning needs, and designing equitable assessments. It encourages educators to reflect on their own biases and privileges while promoting a welcoming atmosphere through clear communication and support systems. By implementing these strategies, educators can help bridge the inclusion gap, ensuring that all students have equitable opportunities to succeed in their academic pursuits. Creator An entity primarily responsible for making the resource Alison Flynn, University of Ottawa (author) Jeremy Kerr, University of Ottawa (author) Source A related resource from which the described resource is derived This OER contains references to a variety of external resources. For more information see “Relation”. Publisher An entity responsible for making the resource available University of Ottawa Date A point or period of time associated with an event in the lifecycle of the resource Date Added to MERLOT: 7-7-2022 Date Modified in MERLOT: 2-12-2024 Contributor An entity responsible for making contributions to the resource Alison Flynn & Jeremy Kerr (authors) This OER was completed as part of a broader eCampusOntario project around improving and expanding inclusive teaching practices. This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy Rights Information about rights held in and over the resource Creative Commons Attribution NonCommercial Sharealike International 4.0. The course documents are accessible and respect copyright. Relation A related resource <ol> <li style="font-weight:400;"> <ol> <li style="font-weight:400;">Take a test. (n.d.). <a href="https://implicit.harvard.edu/implicit/takeatest.html">https://implicit.harvard.edu/implicit/takeatest.html</a></li> </ol> <a href="https://cihr-irsc.gc.ca/lms/e/bias/">https://cihr-irsc.gc.ca/lms/e/bias/</a> <ol> <li style="font-weight:400;">Library | Library. (n.d.-b). https://www.uottawa.ca/library/</li> <li style="font-weight:400;">Accessible syllabus. (n.d.). <a href="https://www.accessiblesyllabus.com/">https://www.accessiblesyllabus.com/</a></li> <li style="font-weight:400;">Policies and regulations. (n.d.). About Us. <a href="https://www.uottawa.ca/about-us/leadership-governance/policies-regulations">https://www.uottawa.ca/about-us/leadership-governance/policies-regulations</a></li> <li style="font-weight:400;">Indigenous. (n.d.). About Us. <a href="https://www.uottawa.ca/about-us/indigenous">https://www.uottawa.ca/about-us/indigenous</a></li> </ol> <a href="https://native-land.ca/">https://native-land.ca/</a> <ol> <li style="font-weight:400;">Guide to Acknowledging First Peoples & Traditional Territory. (n.d.). CAUT. <a href="https://www.caut.ca/content/guide-acknowledging-first-peoples-traditional-territory">https://www.caut.ca/content/guide-acknowledging-first-peoples-traditional-territory</a></li> <li style="font-weight:400;">Video/YouTube: CTL at UofA. (2021, May 5). Territorial acknowledgements: Going beyond the script [Video]. YouTube. <a href="https://www.youtube.com/watch?v=yXYhBml2c2I">https://www.youtube.com/watch?v=yXYhBml2c2I</a></li> <li style="font-weight:400;">Policies and regulations. (n.d.-b). About Us. <a href="https://www.uottawa.ca/about-us/leadership-governance/policies-regulations">https://www.uottawa.ca/about-us/leadership-governance/policies-regulations</a></li> <li style="font-weight:400;">Diversify Chemistry. (2021, March 24). Diversify chemistry. <a href="https://diversifychemistry.com/">https://diversifychemistry.com/</a></li> <li style="font-weight:400;">Brunet, M. (2021, June 1). OER by Discipline Guide: University of Ottawa (Version 1.0 - June 2021). Pressbooks. https://ecampusontario.pressbooks.pub/uottawaoerdiscipline/</li> <li style="font-weight:400;">Open Library – eCampusOntario – Open Library – eCampusOntario. (n.d.). eCampusOntario Open Library Portal. <a href="https://openlibrary.ecampusontario.ca/">https://openlibrary.ecampusontario.ca/</a></li> <li style="font-weight:400;">Looking for an open textbook? – BCCampus OpenEd Resources. 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(n.d.). <a href="https://otter.ai/">https://otter.ai/</a></li> <li style="font-weight:400;">Coolidge, A., Doner, S., Robertson, T., & Gray, J. (2018, August 31). Accessibility Toolkit - 2nd Edition. Pressbooks. <a href="https://opentextbc.ca/accessibilitytoolkit/">https://opentextbc.ca/accessibilitytoolkit/</a></li> <li style="font-weight:400;">Create accessible Office documents - Microsoft Support. (n.d.-b). <a href="https://support.microsoft.com/en-us/office/create-accessible-office-documents-868ecfcd-4f00-4224-b881-a65537a7c155">https://support.microsoft.com/en-us/office/create-accessible-office-documents-868ecfcd-4f00-4224-b881-a65537a7c155</a></li> <li style="font-weight:400;">Grandison, T., PhD. (n.d.). Black in X. Black in X. <a href="https://www.blackinx.org/">https://www.blackinx.org/</a></li> <li style="font-weight:400;">DiversifyEEB. (2021, October 18). DiversifyEEB. <a href="https://diversifyeeb.com/">https://diversifyeeb.com/</a></li> <li style="font-weight:400;">Disabled and here. (n.d.). <a href="https://affecttheverb.com/disabledandhere/">https://affecttheverb.com/disabledandhere/</a></li> <li style="font-weight:400;">Remote course questionnaires – Google Drive. (n.d.). Google Drive. <a href="https://drive.google.com/drive/folders/1exPWVkSvJY3e6LkvYc3J09IIIRNt9TjS">https://drive.google.com/drive/folders/1exPWVkSvJY3e6LkvYc3J09IIIRNt9TjS</a></li> <li style="font-weight:400;">Growth & Goals module — Flynn Research Group. (n.d.). Flynn Research Group. <a href="https://www.flynnresearchgroup.com/growthgoals">https://www.flynnresearchgroup.com/growthgoals</a></li> <li style="font-weight:400;">Co-designed by students, recent graduates, educational developers, librarians, and instructors. (2022, March 11). Arrival activities. Pressbooks. <a href="https://ecampusontario.pressbooks.pub/arrivalactivities/">https://ecampusontario.pressbooks.pub/arrivalactivities/</a></li> <li style="font-weight:400;">The Micropedia of Microaggressions – the first encyclopedia of microaggressions. (n.d.). The Micropedia. <a href="https://www.themicropedia.org/">https://www.themicropedia.org/</a></li> <li style="font-weight:400;">Create accessible Office documents - Microsoft Support. (n.d.-c). <a href="https://support.microsoft.com/en-us/office/create-accessible-office-documents-868ecfcd-4f00-4224-b881-a65537a7c155">https://support.microsoft.com/en-us/office/create-accessible-office-documents-868ecfcd-4f00-4224-b881-a65537a7c155</a></li> <li style="font-weight:400;">Bol, Linda, et al. “A Comparison of Academic Outcomes in Courses Taught With Open Educational Resources and Publisher Content.”Educational Researcher, 2021, p. 13189–, doi.org/10.3102/ 0013189X211052563.</li> <li style="font-weight:400;">Heydarian, N. M. (2019, September 25). Universal design for inclusive science. Association for Psychological Science - APS. <a href="https://www.psychologicalscience.org/observer/universal-design">https://www.psychologicalscience.org/observer/universal-design</a></li> <li style="font-weight:400;">Dolmage, J.T. (2017). Academic Ableism: Disability and Higher Education. Ann Arbor: University of Michigan Press., doi:10.1353/book.57058.</li> <li style="font-weight:400;">Dolmage, J. T. (n.d.). Online resources. www.fulcrum.org. <a href="https://doi.org/10.3998/mpub.9708722.cmp.4">https://doi.org/10.3998/mpub.9708722.cmp.4</a></li> <li style="font-weight:400;">Robertson, A. D. (2021). What Physics Instructors Might Do to Support Immunosuppressed Students in the Return to In-Person Instruction: Thoughts from one chronically ill and immunosuppressed physicist. The Physics Teacher, 59(9), 677–679. <a href="https://doi.org/10.1119/5.0070435">https://doi.org/10.1119/5.0070435</a></li> <li style="font-weight:400;">Accessibility Checklist for alternative assessments. (n.d.). <a href="https://contensis.uwaterloo.ca/sites/open/resources/CEL-ORR/toc/modules/accessibility-checklist-alternative-assessments.aspx">https://contensis.uwaterloo.ca/sites/open/resources/CEL-ORR/toc/modules/accessibility-checklist-alternative-assessments.aspx</a></li> <li style="font-weight:400;">NEADS - Enhancing Accessibility Guide. (n.d.). <a href="https://www.neads.ca/en/norc/eag/">https://www.neads.ca/en/norc/eag/</a></li> <li style="font-weight:400;">Accessible syllabus. (n.d.-b). <a href="https://www.accessiblesyllabus.com/">https://www.accessiblesyllabus.com/</a></li> <li style="font-weight:400;">Pabdoo. (n.d.). Inventory of inclusive teaching strategies. <a href="https://sites.lsa.umich.edu/equitable-teaching/inventory-of-inclusive-teaching-strategies/">https://sites.lsa.umich.edu/equitable-teaching/inventory-of-inclusive-teaching-strategies/</a></li> <li style="font-weight:400;">Uncovering The Hidden Curriculum. (2024, March 14). Intro | Uncovering the Hidden Curriculum. Uncovering the Hidden Curriculum. <a href="https://hiddencurriculum.ca/">https://hiddencurriculum.ca/</a></li> <li style="font-weight:400;">Teaching the Hidden Curriculum | Teaching Writing. (n.d.). © 2025 Boston University. <a href="https://www.bu.edu/teaching-writing/resources/teaching-the-hidden-curriculum/">https://www.bu.edu/teaching-writing/resources/teaching-the-hidden-curriculum/</a></li> <li style="font-weight:400;">Professor zone. (n.d.). About Us. <a href="https://www.uottawa.ca/about-us/leadership-governance/provost/academic-integrity/professor">https://www.uottawa.ca/about-us/leadership-governance/provost/academic-integrity/professor</a></li> <li style="font-weight:400;">Flynn, A., & Kerr, J. (2020, May 18). Assessment and academic integrity. Pressbooks. <a href="https://ecampusontario.pressbooks.pub/remotecourse/chapter/assessment/">https://ecampusontario.pressbooks.pub/remotecourse/chapter/assessment/</a></li> <li style="font-weight:400;">Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) | West Virginia University Press. 2020. wvupressonline.com/ungrading</li> <li style="font-weight:400;">Accessibility Checklist for alternative assessments. (n.d.-b). <a href="https://contensis.uwaterloo.ca/sites/open/resources/CEL-ORR/toc/modules/accessibility-checklist-alternative-assessments.aspx">https://contensis.uwaterloo.ca/sites/open/resources/CEL-ORR/toc/modules/accessibility-checklist-alternative-assessments.aspx</a></li> <li style="font-weight:400;">Remote teaching, by Alison Flynn and Jeremy Kerr: a practical guide with tools, tips, and techniques: Français | English</li> <li style="font-weight:400;">Remote teaching: a guide for teaching assistants, by Meredith Allen, Alisha Szozda, Jeremy Kerr, and Alison Flynn: Français | English</li> <li style="font-weight:400;">Making Lab Based Courses Inclusive, by Allyson MacLean</li> </ol> </li> </ol> Format The file format, physical medium, or dimensions of the resource File format: PDF File size: 5.9MB Language A language of the resource English, French Type The nature or genre of the resource ebook Identifier An unambiguous reference to the resource within a given context Flynn, A. & Kerr, J. Inclusive education: simple strategies to improve equity and embrace diversity.https://ecampusontario.pressbooks.pub/inclusiveeducation/ Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant This OER is primarily relevant to Ontario, Canada, particularly focusing on compliance with the Accessibility for Ontarians with Disabilities Act, a provincial regulation designed to make Ontario more accessible for individuals with disabilities. The resource also acknowledges the traditional Algonquin territory and its land guardianship, respecting the Indigenous peoples’ connections to the land. books online books PDFs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Training Description An account of the resource Online Training Online Training Access to the Online Training resource URL <a href="https://oercommons.org/courses/accessibility-course-for-education">https://oercommons.org/courses/accessibility-course-for-education</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Accessibility Course for Education Subject The topic of the resource Digital accessibility; inclusive and accessible educational resources Description An account of the resource This Open Educational Resource (OER) provides instructors with basic introduction to digital accessibility and provide practical guidelines for complying with accessibility guidelines in educational content. Creator An entity primarily responsible for making the resource Arthur Lakes Library at the Colorado School of Mines. Source A related resource from which the described resource is derived This OER contains references to a variety of external resources (see “Relation”). Publisher An entity responsible for making the resource available Arthur Lakes Library at the Colorado School of Mines Date A point or period of time associated with an event in the lifecycle of the resource Publication: 5-2024 Contributor An entity responsible for making contributions to the resource This course was developed under the Colorado School of Mines - Arthur Lakes Library’s Open Educational Resource grant from the Colorado Department of Higher Education. Schaefer Madison, Turner Allyson, Bongiovanni Emily, Vuletich Seth, Odicino Alexander Rights Information about rights held in and over the resource Creative Commons Attribution 4.0 International Licence (CC-BY 4.0) This course is licensed under CC BY 4.0. by Emily Bongiovanni, Alexander Odicino, Seth Vuletich, Allyson Turner, and Madison Schaefer. Relation A related resource <ol> <li style="font-weight:400;">Annie Elainey. (2016, March 31). What is Accessibility? [CC] [Video]. YouTube. <a href="https://www.youtube.com/watch?v=zsMo7SOuB1c">https://www.youtube.com/watch?v=zsMo7SOuB1c</a></li> <li style="font-weight:400;">Cueto, I. (2023, July 31). ‘Where the bats hung out’: How a basement hideaway at UC Berkeley nurtured a generation of blind innovators. STAT. <a href="https://www.statnews.com/2022/03/28/the-cave-uc-berkeley-nurtured-generation-blind-innovators/">https://www.statnews.com/2022/03/28/the-cave-uc-berkeley-nurtured-generation-blind-innovators/</a></li> <li style="font-weight:400;">EME5250 FSU. (2020, April 13). Accessibility in OER [Video]. YouTube. <a href="https://www.youtube.com/watch?v=kcr7q2HJOA0">https://www.youtube.com/watch?v=kcr7q2HJOA0</a></li> <li style="font-weight:400;">Web Content Accessibility Guidelines (WCAG) 2.0. (n.d.). <a href="https://www.w3.org/TR/WCAG20/">https://www.w3.org/TR/WCAG20/</a></li> <li style="font-weight:400;">Core principles of digital accessibility - Accessibility resources. (2023, September 21). Accessibility Resources. <a href="https://www.mines.edu/accessibility/core-principles-of-digital-accessibility/">https://www.mines.edu/accessibility/core-principles-of-digital-accessibility/</a></li> <li style="font-weight:400;">Refreshable Braille displays. (n.d.). The American Foundation for the Blind. <a href="https://www.afb.org/node/16207/refreshable-braille-displays">https://www.afb.org/node/16207/refreshable-braille-displays</a></li> <li style="font-weight:400;">Braille Printers. (n.d.). The American Foundation for the Blind. <a href="https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/braille-printers">https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/braille-printers</a></li> <li style="font-weight:400;">INDATAProject. (2018, January 18). Swell touch paper [Video]. YouTube. <a href="https://www.youtube.com/watch?v=peg7L_8PHCc">https://www.youtube.com/watch?v=peg7L_8PHCc</a></li> <li style="font-weight:400;"><a href="https://www.youtube.com/watch?v=jdlRL__liTY">https://www.youtube.com/watch?v=jdlRL__liTY</a></li> <li style="font-weight:400;">The Curb Ramps of Kalamazoo: Discovering our Unrecorded History | Independent Living Institute. (n.d.). <a href="https://www.independentliving.org/docs3/brown99a.html">https://www.independentliving.org/docs3/brown99a.html</a></li> <li style="font-weight:400;">PBLWorks. (2021, May 27). Curb cut [Video]. YouTube. <a href="https://www.youtube.com/watch?v=a3_Rb86wiH4">https://www.youtube.com/watch?v=a3_Rb86wiH4</a></li> <li style="font-weight:400;">TED. (2016, August 16). When we design for disability, we all benefit | Elise Roy [Video]. YouTube. <a href="https://www.youtube.com/watch?v=g2m97gPI70I">https://www.youtube.com/watch?v=g2m97gPI70I</a></li> <li style="font-weight:400;">Pi. (2021, April 29). Curb cuts - 99% invisible. 99% Invisible. <a href="https://99percentinvisible.org/episode/curb-cuts/transcript/">https://99percentinvisible.org/episode/curb-cuts/transcript/</a></li> </ol> J Towell. (2011, October 23). Universal Design for Learning - and beyond! [Video]. YouTube. <a href="https://www.youtube.com/watch?v=mkBRm7-yJ30">https://www.youtube.com/watch?v=mkBRm7-yJ30</a> Format The file format, physical medium, or dimensions of the resource Webpage; text HTML Language A language of the resource English Type The nature or genre of the resource Online course Identifier An unambiguous reference to the resource within a given context https://oercommons.org/courses/accessibility-course-for-education Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The course is universally applicable to instructors across all the world. massive open online course MOOC online resource online training Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BOOK Description An account of the resource Access to the related book. PDF Access to PDF of resource. URL <a href="https://oercommons.org/courses/designing-learning-experiences-for-inclusivity-and-diversity-advice-for-learning-designers">https://oercommons.org/courses/designing-learning-experiences-for-inclusivity-and-diversity-advice-for-learning-designers</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers Subject The topic of the resource Educational strategies and policy; inclusion; higher education; tertiary education; teaching; educational needs Description An account of the resource 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. Creator An entity primarily responsible for making the resource 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) Source A related resource from which the described resource is derived 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. <a href="https://dialnet.unirioja.es/servlet/articulo?codigo=6452530">https://dialnet.unirioja.es/servlet/articulo?codigo=6452530</a> Decolonising the curriculum – how do I get started? (2024, October 1). THE Campus Learn, Share, Connect. <a href="https://www.timeshighereducation.com/campus/decolonising-curriculum-how-do-i-get-started">https://www.timeshighereducation.com/campus/decolonising-curriculum-how-do-i-get-started</a> Team, B. O. E. (2021, September 7). Generative Artificial Intelligence. Pressbooks. <a href="https://opentextbc.ca/gettingstarted/chapter/generative-artificial-intelligence/#decisiontree">https://opentextbc.ca/gettingstarted/chapter/generative-artificial-intelligence/#decisiontree</a> Arumugam, P. P. (2024, July 26). Negotiating the assumptions and identity tensions surrounding third space academics/professionals. Pressbooks. <a href="https://oercollective.caul.edu.au/designing-learning-experiences/chapter/negotiating-the-assumptions-and-identity-tensions-surrounding-third-space-academics-professionals/">https://oercollective.caul.edu.au/designing-learning-experiences/chapter/negotiating-the-assumptions-and-identity-tensions-surrounding-third-space-academics-professionals/</a> Melynee Naegele. (2022, May 12). 4HS Melynee Naegele overview [Video]. YouTube. https://www.youtube.com/watch?v=utCwxXUrnGc Publisher An entity responsible for making the resource available UTS ePress Date A point or period of time associated with an event in the lifecycle of the resource Publication Date: 26-7-2024 Contributor An entity responsible for making contributions to the resource 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) Rights Information about rights held in and over the resource 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. Relation A related resource <ol> <li style="font-weight:400;">La Trobe University. (n.d.). Case studies: using open educational resources at La Trobe. <a href="https://www.latrobe.edu.au/library/teaching-support/oer/case-studies-oer">https://www.latrobe.edu.au/library/teaching-support/oer/case-studies-oer</a></li> <li style="font-weight:400;">Fatayer, M. (2024, July 26). Designing inclusive learning experience through Open Educational Practices. Pressbooks. <a href="https://oercollective.caul.edu.au/designing-learning-experiences/chapter/designing-inclusive-learning-experience-through-open-educational-practices/#h5p-1">https://oercollective.caul.edu.au/designing-learning-experiences/chapter/designing-inclusive-learning-experience-through-open-educational-practices/#h5p-1</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1086/692552">https://doi.org/10.1086/692552</a></li> <li style="font-weight:400;">OERs for Gaza. (n.d.). Google Docs. <a href="https://docs.google.com/forms/d/e/1FAIpQLSfUVY1lrBhaBL_WDIweRQFEShCGNiThOHnOU8A0GRzvjOGp_w/viewform">https://docs.google.com/forms/d/e/1FAIpQLSfUVY1lrBhaBL_WDIweRQFEShCGNiThOHnOU8A0GRzvjOGp_w/viewform</a></li> <li style="font-weight:400;">Homepage - Australian Disability Network. (2024, December 18). Australian Disability Network. <a href="https://australiandisabilitynetwork.org.au/">https://australiandisabilitynetwork.org.au/</a></li> <li style="font-weight:400;"><a href="https://deafaustralia.org.au/">https://deafaustralia.org.au/</a></li> <li style="font-weight:400;">Hearing Australia - Our story: Excellence in Hearing Care - Hearing Australia. (n.d.). <a href="https://www.hearing.com.au/">https://www.hearing.com.au/</a></li> <li style="font-weight:400;">Neurodiversity Hub - resources for students, employers & more. (n.d.). Neurodiversity Hub. <a href="https://www.neurodiversityhub.org/">https://www.neurodiversityhub.org/</a></li> <li style="font-weight:400;">Vision Australia | Vision Australia. Blindness and low vision services. (n.d.). <a href="https://www.visionaustralia.org/">https://www.visionaustralia.org/</a></li> <li style="font-weight:400;">‘For me, accessibility adjustments equal success’, by Ashley Willcox </li> <li style="font-weight:400;">Stop speaking into a black abyss, turn on your video, by Bettina Liang</li> <li style="font-weight:400;">To the student that’s hesitant to disclose, by Elham Hafiz </li> <li style="font-weight:400;">Creating accessible and comfortable learning environments for accessibility students, by Jatin Dhanji </li> <li style="font-weight:400;">Why inclusive environments are important for learning, by Jackson Tait</li> <li style="font-weight:400;">A brief guide to the Disability Discrimination Act. (n.d.). Australian Human Rights Commission. <a href="https://humanrights.gov.au/our-work/disability-rights/brief-guide-disability-discrimination-act">https://humanrights.gov.au/our-work/disability-rights/brief-guide-disability-discrimination-act</a></li> <li style="font-weight:400;"><a href="https://www.legislation.gov.au/F2005L00767/latest/text">https://www.legislation.gov.au/F2005L00767/latest/text</a></li> <li style="font-weight:400;">Integrating Open Education Resources into your teaching. </li> <li style="font-weight:400;">Australasian Open Educational Practices Special Interest Group </li> </ol> Format The file format, physical medium, or dimensions of the resource Digital document PDF Language A language of the resource English Type The nature or genre of the resource ebook Identifier An unambiguous reference to the resource within a given context 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. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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. books online books PDFs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Training Description An account of the resource Online Training Online Training Access to the Online Training resource URL <a href="https://oercommons.org/courseware/lesson/53908/overview">https://oercommons.org/courseware/lesson/53908/overview</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Universal Design for Learning Subject The topic of the resource Inclusivity; Universal Design for Learning; web accessibility; assistive technologies; diversity in education; learning environments; education Description An account of the resource 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. Creator An entity primarily responsible for making the resource Leanne Riseley (author) Leeward Community College Source A related resource from which the described resource is derived This OER contains references to a variety of external resources (see “Relation”). Publisher An entity responsible for making the resource available Leeward Community College – Leanne Riseley (author) Date A point or period of time associated with an event in the lifecycle of the resource 2019 Contributor An entity responsible for making contributions to the resource 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. Rights Information about rights held in and over the resource Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Relation A related resource <ol> <li style="font-weight:400;">CAST. (2017, March 21). Katie Novak on UDL Now! Revised [Video]. YouTube. <a href="https://www.youtube.com/watch?v=WNaR7sUb7bM">https://www.youtube.com/watch?v=WNaR7sUb7bM</a></li> <li style="font-weight:400;">Article: <a href="https://flipboard.com/@flipboard/-so-you-think-you-understand-udl/f-bb090db5ae%2Feschoolnews.com">So you think you understand UDL?</a>“</li> <li style="font-weight:400;"><a href="http://castprofessionallearning.org/wp-content/uploads/2015/09/CAST-Professional-Learning-udl_top_10_learning_goals.pdf">Top 10 UDL Tips for Developing Learning Goals </a>by CAST</li> <li style="font-weight:400;"><a href="http://castprofessionallearning.org/project/top-10-udl-tips-for-engagement/">Top 10 UDL Tips for Designing an Engaging Learning Environment </a>by CAST</li> <li style="font-weight:400;"><a href="http://castprofessionallearning.org/project/top-10-udl-tips-for-assessment/">Top 10 UDL Tips for Assessment</a> by CAST</li> <li style="font-weight:400;">OER-Access Home. (n.d.). <a href="https://oeraccess.merlot.org/index.html">https://oeraccess.merlot.org/index.html</a></li> <li style="font-weight:400;">Sonocent – Audio Notetaker. (n.d.).</li> <li style="font-weight:400;">Sonocent Is a Registered Trademark of</li> <li style="font-weight:400;">Sonocent Ltd. <a href="https://sonocent.com/audio-notetaker/">https://sonocent.com/audio-notetaker/</a></li> <li style="font-weight:400;">Assistive Technology Resource Centers of Hawaii. (n.d.). <a href="https://atrc.org/">https://atrc.org/</a></li> <li style="font-weight:400;">Deliverable checklist. (n.d.). Google Docs. <a href="https://docs.google.com/document/d/1W9sfKVZiAHxkvo_8W16Yy_VxwLSijtnZ36tBYYessXI/edit?tab=t.0#heading=h.um9fdkxw577v">https://docs.google.com/document/d/1W9sfKVZiAHxkvo_8W16Yy_VxwLSijtnZ36tBYYessXI/edit?tab=t.0#heading=h.um9fdkxw577v</a></li> <li style="font-weight:400;"><a href="https://www.facebook.com/watch/?v=10157250524177664">https://www.facebook.com/watch/?v=10157250524177664</a></li> <li style="font-weight:400;">UDL On Campus. (2015, October 8). UDL in higher education [Video]. YouTube. <a href="https://www.youtube.com/watch?v=O_MCvjkd8Jc">https://www.youtube.com/watch?v=O_MCvjkd8Jc</a></li> <li style="font-weight:400;">College STAR. (2018, June 26). CAST: UDL at a glance [Video]. YouTube. https://www.youtube.com/watch?v=U1B6yQXsr0c</li> <li style="font-weight:400;">Access Mooc. (2016, March 9). Faculty thoughts on UDL [Video]. YouTube. https://www.youtube.com/watch?v=mfIcDu0CoNw</li> <li style="font-weight:400;">Blake, C. (2018, May 30). How to Teach Social Justice in the Classroom. Retrieved March 6, 2019, from <a href="https://education.cu-portland.edu/blog/classroom-resources/teaching-social-justice/">https://education.cu-portland.edu/blog/classroom-resources/teaching-social-justice/</a></li> <li style="font-weight:400;">The IRIS Center. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved from <a href="https://iris.peabody.vanderbilt.edu/udl#content">https://iris.peabody.vanderbilt.edu/udl/</a></li> <li style="font-weight:400;">CAST, Inc. (n.d.). The UDL guidelines. <a href="https://udlguidelines.cast.org/">https://udlguidelines.cast.org/</a></li> <li style="font-weight:400;">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 <a href="https://twitter.com/E_Sheninger/status/1125375954568843265">https://twitter.com/E_Sheninger/status/1125375954568843265</a> </li> <li style="font-weight:400;"><a href="https://online.fiu.edu/_assets/images/CourseMap_MAR4354_ElisabethBeristain.png">Course Map Example</a> (n.d.). Retrieved March 13, 2019, from <a href="https://online.fiu.edu/faculty/quality-commitment/quality-matters-essentials.php">https://online.fiu.edu/faculty/quality-commitment/quality-matters-essentials.php</a> by Florida International University </li> <li style="font-weight:400;">Hara, B. (2010, October 19). Graphic Display of Student Learning Objectives. Retrieved February 5, 2018, from <a href="https://www.chronicle.com/blogs/profhacker/graphic-display-of-student-learning-objectives/27863">https://www.chronicle.com/blogs/profhacker/graphic-display-of-student-learning-objectives/27863 </a></li> <li style="font-weight:400;">“<a href="https://iris.peabody.vanderbilt.edu/module/udl/cresource/resources/p11/#content">Curricular Components</a>” image by The IRIS Center. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved from <a href="https://iris.peabody.vanderbilt.edu/udl/">https://iris.peabody.vanderbilt.edu/udl/</a> </li> <li style="font-weight:400;">From Theory to Practice: UDL "Quick Tips". (2010). Retrieved March 22, 2019, from <a href="https://accessproject.colostate.edu/udl/">https://accessproject.colostate.edu/udl/</a></li> <li style="font-weight:400;">The IRIS Center. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved from <a href="https://iris.peabody.vanderbilt.edu/udl/">https://iris.peabody.vanderbilt.edu/udl/</a></li> <li style="font-weight:400;">“<a href="https://www.youtube.com/watch?time_continue=2&v=gWTY3Tzw844">Memorable Assignments & UDL</a>” video by <a href="https://www.youtube.com/channel/UCkm3lEcokOluQFLNltqZ7gQ">Katie Novak </a>from <a href="https://www.youtube.com/watch?time_continue=2&v=gWTY3Tzw844">YouTube</a> is licensed with a Standard YouTube license</li> <li style="font-weight:400;"><a href="http://udloncampus.cast.org/home#.XJVo-ChKgcE">UDL On Campus</a>. Retrieved from <a href="http://udloncampus.cast.org/home#.XJVo-ChKgcE">http://udloncampus.cast.org/home#.XJVo-ChKgcE</a> is copyrighted by <a href="http://www.cast.org/">CAST</a></li> <li style="font-weight:400;"><a href="http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-yes.pdf">Universal Design for Learning Guidelines</a>. Retrieved from <a href="http://udlguidelines.cast.org/">http://udlguidelines.cast.org/</a> is copyrighted by <a href="http://www.cast.org/">CAST</a>.</li> <li style="font-weight:400;"><a href="https://www.w3.org/WAI/tutorials/images/complex/#image-containing-substantial-information">2014 First Quarter Visitors</a>” image by <a href="https://www.w3.org/">W3C</a>. Retrieved April 11, 2019 from <a href="https://www.w3.org/WAI/tutorials/images/complex/#image-containing-substantial-information">https://www.w3.org/WAI/tutorials/images/complex/#image-containing-substantial-information</a> </li> <li style="font-weight:400;">“<a href="http://www.amazon.com">Search</a>” image from <a href="http://www.amazon.com/">Amazon.com</a>. Retrieved April 11, 2019 from <a href="http://www.amazon.com/">http://www.amazon.com/</a> </li> <li style="font-weight:400;">Goransson, D. (2017, October 16). Alt-texts: The Ultimate Guide. Retrieved June 4, 2018, from <a href="https://axesslab.com/alt-texts/">https://axesslab.com/alt-texts/</a> </li> <li style="font-weight:400;">Netflix start page. (n.d.). Retrieved June 4, 2018, from <a href="https://www.netflix.com/">https://www.netflix.com/</a> </li> <li style="font-weight:400;">Smith, C. (n.d.). Accessible Learning. Retrieved February 14, 2018, from <a href="http://www.livebinders.com/play/play?id=2268951">http://www.livebinders.com/play/play?id=2268951 </a> </li> <li style="font-weight:400;">University of Hawaii screen. (n.d.). Retrieved June 4, 2018, from<a href="https://www.hawaii.edu/"> https://www.hawaii.edu/</a> </li> <li style="font-weight:400;"><a href="https://www.w3.org/WAI/tutorials/">Web Accessibility Tutorials</a>. (2017). Retrieved April 9, 2019 from <a href="https://www.w3.org/WAI/tutorials/">https://www.w3.org/WAI/tutorials/</a> is copyrighted by W3C</li> <li style="font-weight:400;">“<a href="https://www.youtube.com/watch?v=cdgQpa1pUUE">Self-Driving Car Test: Steve Mahan</a>” video by <a href="http://www.google.com">Google </a>is licensed with a standard YouTube license. </li> <li style="font-weight:400;">“<a href="https://www.youtube.com/watch?v=peDy2st2XpQ">Self-Driving Car Test: Steve Mahan (Audio Described)</a>” video by <a href="http://www.google.com">Google </a>is licensed with a standard YouTube license. </li> <li style="font-weight:400;"><a href="http://udlguidelines.cast.org/">Universal Design for Learning Guidelines</a>. Retrieved from <a href="http://udlguidelines.cast.org/">http://udlguidelines.cast.org/</a> is copyrighted by CAST. </li> <li style="font-weight:400;"><a href="https://www.youtube.com/watch?v=I_PHHaGeLTY">Is Assistive Technology Cheating?</a>” video by <a href="https://www.youtube.com/channel/UCbXMoF3-74hj2lhLCIp3C-A">Understood</a> is licensed under the standard YouTube license. </li> <li style="font-weight:400;">Smith, C. (n.d.). Accessible Learning. Retrieved February 14, 2018, from <a href="http://www.livebinders.com/play/play?id=2268951">http://www.livebinders.com/play/play?id=2268951 </a> </li> <li style="font-weight:400;">Fujitsu Launches Diversity Communication Tool LiveTalk, with Multilingual Translation Functionality Using AI. (n.d.). Retrieved March 20, 2018, from <a href="http://www.fujitsu.com/global/about/resources/news/press-releases/2017/0308-01.html">http://www.fujitsu.com/global/about/resources/news/press-releases/2017/0308-01.html </a></li> </ol> “<a href="https://www.hsdinstitute.org/resources/adaptive-action.html">What, So What, Now What</a>” image. (2019 Human Systems Dynamics Institute). Retrieved on April 9, 2019 from <a href="https://www.hsdinstitute.org/resources/adaptive-action.html">https://www.hsdinstitute.org/resources/adaptive-action.html</a> Format The file format, physical medium, or dimensions of the resource Video <ul> <li style="font-weight:400;">MP4</li> </ul> Webpages; activities <ul> <li style="font-weight:400;">HTML </li> </ul> PowerPoint presentation <ul> <li style="font-weight:400;">Power point</li> <li style="font-weight:400;">PDF </li> </ul> Language A language of the resource English Type The nature or genre of the resource Educational Workshop Identifier An unambiguous reference to the resource within a given context Riseley, L. Universal Design for Learning. https://oercommons.org/courseware/lesson/53908/overview Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant This workshop is designed for higher education educators and focuses on creating inclusive learning environments in the context of postsecondary education. massive open online course MOOC online training PDFs video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Training Description An account of the resource Online Training Online Training Access to the Online Training resource URL <a href="https://oercommons.org/courseware/lesson/33816/overview">https://oercommons.org/courseware/lesson/33816/overview</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Inclusive Educational Practices-Creation of a Lesson Plan Subject The topic of the resource Inclusive learning practices, diverse learners’ needs, learning environments, learning design, effective strategies, tools and assistive technologies, lesson plan, professional development Description An account of the resource 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. Creator An entity primarily responsible for making the resource Chrysoula Lazou (author) Source A related resource from which the described resource is derived This OER contains references to a variety of external resources (see “Relation”). Publisher An entity responsible for making the resource available Chrysoula Lazou Contributor An entity responsible for making contributions to the resource 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. Rights Information about rights held in and over the resource Creative Commons Attribution Non-Commercial Share Alike Relation A related resource <ol> <li style="font-weight:400;">Rouse, M. (2008). <a href="http://scholar.google.gr/scholar_url?url=http%3A%2F%2Fbirbhum.nic.in%2FDPSC%2Freference%2F79.pdf&hl=el&sa=T&oi=ggp&ct=res&cd=0&d=11379821479784521108&ei=pN3YW82kIYTCmgHmyKeICQ&scisig=AAGBfm10Ag3f6PTRiLPKReceajgZtN0Dcw&nossl=1&ws=1821x827">Developing inclusive practice: A role for teachers and teacher education.</a>pdf. (p. 11-17)</li> <li style="font-weight:400;">Brandy Antonio (Mrs. Antonio Plus). (2013, December 27). UDL: reducing Barriers [Video]. YouTube. <a href="https://www.youtube.com/watch?v=xTShQyw3m80">https://www.youtube.com/watch?v=xTShQyw3m80</a></li> <li style="font-weight:400;">TMA TED. (2014, August 26). Sir Ken Robinson: Do schools kill creativity? [Video]. YouTube. <a href="https://www.youtube.com/watch?v=Oc9D-Im68mw">https://www.youtube.com/watch?v=Oc9D-Im68mw</a></li> <li style="font-weight:400;">Multiple Intelligences -- assessment. (n.d.). https://literacynet.org/mi/assessment/findyourstrengths.html</li> <li style="font-weight:400;">Clark, D. R. (2011). Visual, Auditory, and Kinesthetic Learning Styles. Retrieved from: <a href="http://www.nwlink.com/~donclark/hrd/styles/vakt.html">http://www.nwlink.com/~donclark/hrd/styles/vakt.html </a></li> <li style="font-weight:400;">Clark, D. R. (2011). Howard Gardner’s Multiple Intelligences. Retrieved from: <a href="http://www.nwlink.com/~donclark/hrd/styles/gardner.html">http://www.nwlink.com/~donclark/hrd/styles/gardner.html </a></li> <li style="font-weight:400;">Edutopia. (2010, July 19). The Heart-Brain Connection: the neuroscience of social, emotional, and academic learning [Video]. YouTube. <a href="https://www.youtube.com/watch?v=o9fVvsR-CqM">https://www.youtube.com/watch?v=o9fVvsR-CqM</a></li> <li style="font-weight:400;">CAST (2018). <a href="http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-yes.pdf">Universal design for learning guidelines version 2.2 </a> [graphic organizer].Wakefield, MA: Author</li> <li style="font-weight:400;">CAST. (2010, January 6). UDL at a glance [Video]. YouTube. <a href="https://www.youtube.com/watch?v=bDvKnY0g6e4">https://www.youtube.com/watch?v=bDvKnY0g6e4</a></li> <li style="font-weight:400;">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)</li> <li style="font-weight:400;">Centre for Teaching and Learning (CTL). (2012, January 5). UDLkari.mov [Video]. YouTube. <a href="https://www.youtube.com/watch?v=AW09_1kW8TY">https://www.youtube.com/watch?v=AW09_1kW8TY</a></li> <li style="font-weight:400;">Lazou, C. (2018). A Concept Map of UDL Guidelines. The Inclusive Educators' Toolbox. Retrieved from: <a href="http://www.inclusivetoolbox.org/tool18">http://www.inclusivetoolbox.org/tool18</a></li> <li style="font-weight:400;">Ministry of Education (n.d.) UDL Principles Overview NC.</li> <li style="font-weight:400;">Lazou, C. (2018). <a href="http://prezi.com/0kxbgyzfbqho/topicdyslexia/">Dyslexia</a>. Inclusive Educators’ Toolbox. Retrieved from <a href="http://inclusivetoolbox.org/tool14">http://inclusivetoolbox.org/tool14 </a></li> <li style="font-weight:400;">Cool Tools for School (2018). Retrieved from <a href="https://cooltoolsforschool.net/">https://cooltoolsforschool.net/.</a> Licensed under a <a href="http://creativecommons.org/licenses/by-nc-sa/3.0/us/">Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License</a>.</li> </ol> National Center on Educational Accessible Materials (n.d.). <a href="http://aem.cast.org/navigating/personalizing-the-reading-experience.html#.W_IAIxFlJYc">Display Options for Personalizing the Reading Experience. </a> Licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/">Creative Commons Attribution-ShareAlike 4.0 International License </a> Format The file format, physical medium, or dimensions of the resource Video/YouTube <ul> <li style="font-weight:400;">MP4</li> </ul> Text; padlet activity, multiple intelligence test <ul> <li style="font-weight:400;">HTML</li> </ul> PDF <ul> <li style="font-weight:400;">PDF</li> </ul> Language A language of the resource English Type The nature or genre of the resource Online module Identifier An unambiguous reference to the resource within a given context https://oercommons.org/courseware/lesson/33816/overview Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant This OER appears to be applicable globally to educators and its content may be applicable to modern educational practices. massive open online course MOOC online training PDFs video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Guidelines Description An account of the resource Access to the related guidelines Guidelines Resource providing guidance to deal with AI in Higher Education URL <a href="https://inclusiveteaching.leeds.ac.uk/resources/design-inclusively/designing-curriculum-content/">https://inclusiveteaching.leeds.ac.uk/resources/design-inclusively/designing-curriculum-content/</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Designing Curriculum Content Subject The topic of the resource Embedding skill development; inclusive curriculum design; global and cultural mobility; diversity; cultural sensitivity; content notes Description An account of the resource This resource provides general advice on how you can make your curriculum content more inclusive. Creator An entity primarily responsible for making the resource Dr Amrita Mukherjee, Jenny Brady, Mike Kerr and Steven Gleadhall Source A related resource from which the described resource is derived This OER is aligned to Baseline Standard and the Professional Standards Framework. Publisher An entity responsible for making the resource available University of Leeds Date A point or period of time associated with an event in the lifecycle of the resource This OER updated November 2022 Contributor An entity responsible for making contributions to the resource Guide written by Dr Amrita Mukherjee and Jenny Brady Updated by Jenny Brady, Mike Kerr and Steven Gleadhall Rights Information about rights held in and over the resource 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. Relation A related resource <a href="https://library.leeds.ac.uk/info/1204/lecturer_support/94/develop_students_academic_literacies/2">https://library.leeds.ac.uk/info/1204/lecturer_support/94/develop_students_academic_literacies/2</a> <a href="https://studenteddev.leeds.ac.uk/developing-practice/decolonising/">https://studenteddev.leeds.ac.uk/developing-practice/decolonising/</a> Video/YouTube: Student perspective Inclusive course design. <a href="https://www.youtube.com/watch?v=nm2BSClD0As&t=41s">https://www.youtube.com/watch?v=nm2BSClD0As&t=41s</a> <a href="https://sway.cloud.microsoft/nqtHkMlEHEaHmUAk?ref=Link&loc=play">https://sway.cloud.microsoft/nqtHkMlEHEaHmUAk?ref=Link&loc=play</a> Format The file format, physical medium, or dimensions of the resource Digital document Language A language of the resource English Type The nature or genre of the resource Guide, Educational resource Identifier An unambiguous reference to the resource within a given context Designing curriculum content - inclusive teaching. Inclusive Teaching. <a href="https://inclusiveteaching.leeds.ac.uk/resources/design-inclusively/designing-curriculum-content/">https://inclusiveteaching.leeds.ac.uk/resources/design-inclusively/designing-curriculum-content/</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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. guidelines online resource Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Resources Description An account of the resource Online Resources Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://www.youtube.com/watch?v=wbjAsDjZRD0">https://www.youtube.com/watch?v=wbjAsDjZRD0</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Kingston University - Developing an Inclusive Curriculum - 1 Subject The topic of the resource Inclusive curriculum; higher education; inclusive principles; content; pedagogic styles; assessment; accessibility Description An account of the resource This OER introduces the principles of an inclusive curriculum and outlines strategies to address three areas of the curriculum; content; pedagogic styles and assessment. Creator An entity primarily responsible for making the resource Kingston University London Source A related resource from which the described resource is derived This resource is based on Kingston University's Excellence Framework for an Inclusive Curriculum. Publisher An entity responsible for making the resource available Kingston University London Date A point or period of time associated with an event in the lifecycle of the resource This resource was added to Youtube on 19/10/2016. Contributor An entity responsible for making contributions to the resource 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 Rights Information about rights held in and over the resource All content is copyright of Kingston University, 2023. Format The file format, physical medium, or dimensions of the resource Video/Youtube Duration: 3:12 minutes Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Video Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Kingston University. (2016, October 19). Kingston University - Developing an inclusive Curriculum - 1 [Video]. YouTube. <a href="https://www.youtube.com/watch?v=wbjAsDjZRD0">https://www.youtube.com/watch?v=wbjAsDjZRD0</a> online resource video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource MOOCs Description An account of the resource Massive Open Online Courses Online Training Access to the Online Training resource URL <a href="https://oercommons.org/courseware/lesson/83105/overview">https://oercommons.org/courseware/lesson/83105/overview</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher Subject The topic of the resource Diversity equity; inclusion practices; DEI program/curriculum; sensitive leadership Description An account of the resource 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. Creator An entity primarily responsible for making the resource Beverly Sande (author) Source A related resource from which the described resource is derived 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”). Publisher An entity responsible for making the resource available OER Commons Contributor An entity responsible for making contributions to the resource This resource was sponsored by Branch Alliance for Educator Diversity Rights Information about rights held in and over the resource Creative Commons Attribution Non-Commercial Share Alike Relation A related resource <ol> <li style="font-weight:400;">Every Student Succeeds Act (ESSA)</li> <li style="font-weight:400;">Individuals with Disabilities Education Act (IDEA)</li> <li style="font-weight:400;">American with Disabilities Act</li> <li style="font-weight:400;">Video/YouTube: The Difference Between Equity, Inclusion, and Diversity by Ritu Bhasin</li> <li style="font-weight:400;">Discrimination in Education - Federal Laws <a href="https://www.findlaw.com/civilrights/discrimination/discrimination-in-education-federal-laws.html">https://www.findlaw.com/civilrights/discrimination/discrimination-in-education-federal-laws.html</a></li> <li style="font-weight:400;">"Five Powerful Ways to Take REAL Action on DEI (Diversity, Equity & Inclusion)" </li> <li style="font-weight:400;">Americans with Disabilities Act: https://www2.ed.gov/about/offices/list/ocr/docs/hq9805.html </li> <li style="font-weight:400;">Every Student Succeeds Act (ESSA): https://www.ed.gov/essa</li> <li style="font-weight:400;">Individuals with Disabilities Education Act: https://sites.ed.gov/idea/</li> <li style="font-weight:400;">How to Foster a Strong DEI School Culture: https://www.schoolworks.org/stepping-up-diversity-equity-and-inclusion/</li> <li style="font-weight:400;">Unrealized Impact: The Case for Diversity, Equity, and Inclusion: http://www.unrealizedimpact.org/wp-content/uploads/2017/07/Unrealized_Impact-ExecSummary-Final-072017.pdf</li> <li style="font-weight:400;">What Equity Really Means in Schools: https://resilienteducator.com/classroom-resources/what-equity-really-means-in-schools/ </li> <li style="font-weight:400;">What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom: <a href="https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/">https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/</a></li> <li style="font-weight:400;">Warren, C. A. (2017). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169–183. <a href="https://doi.org/10.1177/0022487117712487">https://doi.org/10.1177/0022487117712487</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1080/13670050.2018.1463965">https://doi.org/10.1080/13670050.2018.1463965</a></li> <li style="font-weight:400;">Video/YouTube: UDL to Change the World: <a href="https://www.youtube.com/watch?v=shgJYEmD1_A">https://www.youtube.com/watch?v=shgJYEmD1_A</a></li> <li style="font-weight:400;">The UDL Guidelines: <a href="https://udlguidelines.cast.org/">https://udlguidelines.cast.org/</a></li> <li style="font-weight:400;">Instructions strategies for the <a href="https://www.readingrockets.org/strategies">Reading Rockets</a> Curriculum/Program: <a href="https://www.readingrockets.org/classroom/classroom-strategies">https://www.readingrockets.org/classroom/classroom-strategies</a></li> <li style="font-weight:400;">Video/YouTube: Welcome to our new series on High-Leverage Practices: <a href="https://www.youtube.com/watch?v=y0iGKOq8UXk">https://www.youtube.com/watch?v=y0iGKOq8UXk</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2016, November). Adolescent Literacy intervention report: READ 180®. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, May). Students with Learning Disabilities intervention report: Repeated Reading. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, October). Beginning Reading intervention report: Open Court Reading©. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, November). Beginning Reading intervention report: Reading Mastery. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, November). Students with Learning Disabilities intervention report: Reciprocal teaching. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, July). Beginning Reading intervention report: Reading Recovery®. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2017, September). Beginning Reading intervention report: Leveled Literacy Intervention. Retrieved from <a href="https://whatworks.ed.gov">https://whatworks.ed.gov</a></li> <li style="font-weight:400;">Universal Design for Learning: <a href="https://www.cast.org/impact/universal-design-for-learning-udl#.XLj1d-hKhPZ">https://www.cast.org/impact/universal-design-for-learning-udl#.XLj1d-hKhPZ</a></li> <li style="font-weight:400;">High Leverage Practices for Students with Disabilities: https://highleveragepractices.org/</li> <li style="font-weight:400;">IES What Works Clearing House: https://ies.ed.gov/ncee/wwc/</li> <li style="font-weight:400;">Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22–30. <a href="http://files.eric.ed.gov/fulltext/EJ1166706.pdf">http://files.eric.ed.gov/fulltext/EJ1166706.pdf</a></li> <li style="font-weight:400;">Video/YouTube: Supporting Schoolwide Culturally Responsive Practice: <a href="https://www.youtube.com/watch?v=ztnwmVBMfd0">https://www.youtube.com/watch?v=ztnwmVBMfd0</a></li> <li style="font-weight:400;">TED/YouTube: CULTURALLY RELEVANT PEDAGOGY IN MATHEMATICS: A CRITICAL NEED | Shelly Jones | TEDxCCSU: <a href="https://www.youtube.com/watch?v=EjLOuUhN6xY&t=1s">https://www.youtube.com/watch?v=EjLOuUhN6xY&t=1s</a></li> <li style="font-weight:400;">Power Point: Diversity and Culturally Responsive Teaching by Dr. Beverly Sande</li> <li style="font-weight:400;">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. <a href="https://digitalcommons.brandman.edu/edd_dissertations/239">https://digitalcommons.brandman.edu/edd_dissertations/239</a></li> <li style="font-weight:400;">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.</li> <li style="font-weight:400;">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. <a href="https://doi.org/10.3102/0034654316630383">https://doi.org/10.3102/0034654316630383</a></li> <li style="font-weight:400;">TED/YouTube: On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge</li> <li style="font-weight:400;">Getting Started With Culturally Responsive Teaching: <a href="https://www.edutopia.org/article/getting-started-culturally-responsive-teaching">https://www.edutopia.org/article/getting-started-culturally-responsive-teaching</a></li> <li style="font-weight:400;">Culturally Relevant Pedagogy: https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp</li> <li style="font-weight:400;">Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2015). Culturally Responsive Teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2). <a href="https://doi.org/10.11114/jets.v4i2.1136">https://doi.org/10.11114/jets.v4i2.1136</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1080/15210960.2017.1267515">https://doi.org/10.1080/15210960.2017.1267515</a></li> <li style="font-weight:400;">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.</li> <li style="font-weight:400;">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</li> </ol> Format The file format, physical medium, or dimensions of the resource Video-ΥouTube; TED <ul> <li style="font-weight:400;">MP4</li> </ul> Texts; synchronous/asynchronous activities <ul> <li style="font-weight:400;">HTML</li> </ul> Power Point presentation <ul> <li style="font-weight:400;">Power point</li> </ul> DOC <ul> <li style="font-weight:400;">DOC</li> </ul> Language A language of the resource English Type The nature or genre of the resource Education Module Identifier An unambiguous reference to the resource within a given context Sande, B. Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher. <a href="https://oercommons.org/courseware/lesson/83105/overview">https://oercommons.org/courseware/lesson/83105/overview</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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. massive open online course MOOC online resource online training video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Training Description An account of the resource Online Training Online Training Access to the Online Training resource URL <a href="https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#2">https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#2</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EUniWell OER self-study module Diversity and Inclusion in Education Subject The topic of the resource Discrimination; diversity; inclusion; school structure; practices Description An account of the resource 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. Creator An entity primarily responsible for making the resource 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 Source A related resource from which the described resource is derived 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”). Publisher An entity responsible for making the resource available University of Konstanz Date A point or period of time associated with an event in the lifecycle of the resource No reference but the case vignettes were created during the 2024 summer semester. Contributor An entity responsible for making contributions to the resource 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 Rights Information about rights held in and over the resource 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.” Relation A related resource <ol> <li style="font-weight:400;">Video/YouTube: Inclusion and Education: <a href="https://www.youtube.com/hashtag/allmeansall">#AllmeansALL</a> https://www.youtube.com/watch?v=kEyjlqixq9c</li> <li style="font-weight:400;">Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. (2020). In UNESCO eBooks. <a href="https://doi.org/10.54676/jjnk6989">https://doi.org/10.54676/jjnk6989</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.2307/2574723">https://doi.org/10.2307/2574723</a></li> <li style="font-weight:400;">Fend, H. (2009). Neue Theorie der Schule. VS Verlag für Sozialwissenschaften. <a href="https://doi.org/10.1007/978-3-531-91788-7">https://doi.org/10.1007/978-3-531-91788-7</a></li> <li style="font-weight:400;">Video/YouTube: Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives <a href="https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s">https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s</a></li> <li style="font-weight:400;">Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32(7), 513–531. <a href="https://doi.org/10.1037/0003-066x.32.7.513">https://doi.org/10.1037/0003-066x.32.7.513</a></li> <li style="font-weight:400;">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). <a href="https://doi.org/10.17169/fqs-19.1.2725">https://doi.org/10.17169/fqs-19.1.2725</a></li> <li style="font-weight:400;">Mead, G. H. (1934). Mind, self and society from the standpoint of a social behaviorist. University of Chicago Press. <a href="https://www.ssoar.info/ssoar/handle/document/50777">https://www.ssoar.info/ssoar/handle/document/50777</a></li> <li style="font-weight:400;">Joas, H. (1989). Intersubjektivität – Die Entwicklung des Werkes von G. H. Mead. Berlin: Suhrkamp.</li> <li style="font-weight:400;">Helle, H. J. (2001). Theorie der symbolischen Interaktion: ein Beitrag zum verstehenden Ansatz in Soziologie und Sozialpsychologie (3rd ed.). Düsseldorf: Westdeutscher.</li> <li style="font-weight:400;">Wocken, H. (2009). Inklusion & Integration. 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Annual Review of Psychology, 70(1), 423–448. <a href="https://doi.org/10.1146/annurev-psych-010418-103244">https://doi.org/10.1146/annurev-psych-010418-103244</a></li> <li style="font-weight:400;">Iller, M.-L., Mäder, R., & Schreiber, M. (2021). Handbuch Fragebogen zur Erfassung der Persönlichkeit (HEXACO-PI-R1). Zürcher Hochschule für Angewandte Psychologie. <a href="https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf">https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf</a></li> </ol> Format The file format, physical medium, or dimensions of the resource Activities (crossword; quiz; interactive reflection task; Padlet (feedback wall); text. <ul> <li style="font-weight:400;">HTML</li> </ul> Video/YouTube <ul> <li style="font-weight:400;">MP4</li> </ul> Reports <ul> <li style="font-weight:400;">PDF</li> </ul> Language A language of the resource English Type The nature or genre of the resource Online module Identifier An unambiguous reference to the resource within a given context <a href="https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7">https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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. massive open online course MOOC online resource online training PDFs video