Students with intellectual, developmental, or learning disabilities can go to college! Check out this video from the Lesley University Threshold Program, an inclusive higher education experience in Cambridge, MA and visit our website at https://lesley.edu/threshold-program For the version with audio description, please visit the following link: https://youdescribe.org/video/ka8-Nefp_gk?ad=5d14d5486e1ff55b953819c9

The classroom is a complex environment. If not explicitly managed it can quickly turn into a collection of smaller groups that happen to be in the same room rather than an inclusive whole. See how this, sometimes overlooked, aspect can make a profound difference. Dr. Ilene Schwartz is a professor in the Area of Special Education at the University of Washington and the Director of the Haring Center for Research and Training in Education at UW. She earned her Ph.D. in child and developmental psychology from the University of Kansas and is a board certified behavior analyst (BCBA). Dr. Schwartz joined the UW faculty in 1991 and has an active research and professional training agenda with primary interests in the area of autism, inclusion, and the sustainability of educational interventions. She has had consistent research funding from the U.S. Department of Education since 1990 and serves on a number of editorial review boards including the Journal of Applied Behavior Analysis and the Journal of Early Intervention. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx

Explore the principles of inclusive teaching and learn how to apply them in your classroom to support diverse learners. Inclusive teaching is an issue that has received increased attention on college campuses around the country and around the world. Understanding how course climate impacts students and their learning is increasingly important to faculty and administrators alike across a wide range of educational contexts. Yet creating equitable learning environments that support all students’ learning can be a challenge, especially when one considers that course climate consists of a variety of factors (e.g., student-student interactions, faculty-student interactions, course content and policies). Despite the fact that ​creating an inclusive teaching environment is beneficial for ​all​ students’ learning, issues around inclusion and disinclusion are rarely discussed in practical terms. Participants in this course will consider multiple facets of inclusive teaching, including the creation of an equitable course climate, the design and implementation of accessible and inclusive classroom practices and assessments, and the selection and implementation of diverse course content. Participants will engage with key concepts in inclusive teaching and learn from experts in higher education who share their important research on student development, microaggressions, stereotype threat, and Universal Design for Learning. Participants will be equipped with tools to help them develop inclusive courses that support all learners. This course was developed by staff members at the Columbia University Center for Teaching and Learning, through support from the Office of the Provost and the Office of the Vice Provost for Teaching and Learning. Funding for this course was provided through the Office of the Provost’s “Massive Open Online Course” grant. Inclusive teaching experts featured in this course: * Stephen Brookfield, PhD, John Ireland Endowed Chair, University of St. Thomas * Sheryl Burgstahler, PhD, Director, University of Washington Access Technology Center, Founder and Director, DO-IT Center * Bryan Dewsbury, PhD, Assistant Professor, Biological Sciences, University of Rhode Island * Michele DiPietro, PhD, Executive Director, Center for Excellence in Teaching and Learning, Professor of Statistics, Kennesaw State University * Zaretta Hammond, MA, Teacher Educator, author of Culturally Responsive Teaching and the Brain * Stephanie Kershbaum, PhD, Associate Professor of English, University of Delaware * Frank Tuitt, PhD, Provost on Diversity and Inclusion, Senior Advisor to the Chancellor, University of Denver * Derald Wing Sue, PhD, Professor of Psychology and Education, Teachers’ College, Columbia University * Melissa Wright, MA, Associate Director of Assessment and Evaluation, Columbia University Center for Teaching and Learning What You Will Learn: * Identify instructor assumptions about students and how these assumptions impact teaching practices * Develop an awareness of critical self-reflection and its value in teaching diverse learners * Define the key components that impact inclusive classrooms * Apply inclusive teaching strategies in individual teaching contexts * Identify resources needed to continually improve inclusive teaching practice

The World Federation of the Deaf and World Federation of the Deaf Youth Section released their statement and guidelines on the best practices for access to higher education for the Deaf during the COVID-19 pandemic.

How does deaf student think about Inclusive Campus? . Alfikri Hidayatullah_173140114111024 (Mr Ary's Project)