TEACHING THE STUDENTS YOU HAVE: INSIGHTS AND STRATEGIES FOR INCLUSIVE INSTRUCTION
The concept of validation affirms that all students bring value to the learning community, are worthy of being there, and are capable of success. Strategies to improve validation and improve student performance can be used without altering course structure or content. Self-regulated learning techniques can promote student engagement in the planning, execution, and evaluation of their learning. Students practicing self-regulated learning can improve their academic performance, find value in their learning process, and continue learning effectively when they enter the workforce. Supporting the success of English language learners includes an awareness of cultural influences on the classroom expectations and behaviors of both students and instructors (differing communication and narrative styles; alternate concepts of time), and an understanding of language skills development. The consistent use of appropriate scaffolding techniques enhances student comprehension and retention of course content. Supporting students with disabilities includes addressing academic, social-emotional, and logistical issues. Strategies include examining personal beliefs about disabilities, establishing inclusive and safe classrooms and labs, respecting self-determination, and applying Universal Design for Learning, a framework to optimize learning for all.
These approaches and others are presented on the SAGE 2YC website (serc.carleton.edu/sage2yc/), with the goal of improving academic support for broad communities of students.