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Educ. Sci. 2018, 8(4), 167; https://doi.org/10.3390/educsci8040167

Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom

1
Department of Family Social Science, University of Minnesota, 275C McNeal Hall, 1985 Buford Ave, St. Paul, MN 55108, USA
2
Department of Psychology, St. Catherine University, 2004 Randolph Avenue, St. Paul, MN 55105, USA
*
Author to whom correspondence should be addressed.
Received: 3 August 2018 / Revised: 11 September 2018 / Accepted: 7 October 2018 / Published: 10 October 2018
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
Full-Text   |   PDF [209 KB, uploaded 10 October 2018]

Abstract

While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom. View Full-Text
Keywords: universal design; culturally sustaining pedagogy; inclusive pedagogy; constructivism; undergraduate classroom universal design; culturally sustaining pedagogy; inclusive pedagogy; constructivism; undergraduate classroom
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Grier-Reed, T.; Williams-Wengerd, A. Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom. Educ. Sci. 2018, 8, 167.

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