An inclusive classroom is one where ALL students feel welcome, safe to participate, and supported in their learning. There is a great deal of research (e.g., see here, here, here) showing that such an environment promotes motivation, engagement, self-efficacy, and both short- and long-term academic achievement. Intuitively, this should make sense: All learning is change and change is often uncomfortable, leading to anxiety, which limits learning. Taking steps to reduce that anxiety will allow learners more mental space to fully engage with you and your course.

However, creating such an environment requires intentional effort and reflection on the part of the instructor, so as to remain aware how our own beliefs and attitudes impact our pedagogical choices, and to ensure that the course design and course delivery are responsive to the learning experiences of students from diverse communities, backgrounds, and identities.

San Diego State serves a diverse student population with students from widely different social, economic, cultural and language backgrounds; and students with a wide range of physical, cognitive, and sensory disabilities. Teaching such a heterogeneous group of students can sometimes be challenging but the savvy instructor can also access the benefits and strengths that such diversity can bring.

What does it mean to be an inclusive educator?

Inclusive educators should:

reflect on their own beliefs and biases in order to increase their self-awareness;
ensure that their curriculum and course materials reflect the diversity of their students;
use a variety of pedagogical approaches to engage and support learning for all students, acknowledging that students may have different learning needs; and
be aware of classroom dynamics and pay close attention to the learning experiences of students from diverse communities, backgrounds and identities.

This Toolkit has several suggestions and links to additional resources, organized by the following seven principles of inclusive practice: