How to Create a More Inclusive and Equitable Classroom for Adolescents
Adolescence is a critical period in which individuals are developing their identity, beliefs, and attitudes towards themselves and the world around them. As teachers, it is essential to create a safe and inclusive classroom environment that caters to the diverse needs of all students, especially those from marginalized groups.
One way to achieve this is by incorporating intersectionality and Universal Design for Learning (UDL) frameworks into teaching practices.
This blog post will discuss the importance of creating a more inclusive and equitable classroom for adolescents and provide guidance on how to do so.
The Importance of Intersectionality and UDL
Intersectionality is the framework that recognizes how different aspects of a person’s identity, such as race, gender, sexual orientation, and socio-economic status, intersect and contribute to their experiences of oppression and marginalization.
UDL is a framework that recognizes that students have different learning needs, preferences, and abilities and that learning environments should be designed to cater to these diverse needs.
Intersectionality is the framework that recognizes how different aspects of a person’s identity, such as race, gender, sexual orientation, and socio-economic status, intersect and contribute to their experiences of oppression and marginalization.
By incorporating an intersectional and UDL approach into teaching practices, teachers can create a classroom that is accessible, inclusive, and equitable for all students. Students who are from marginalized groups or who have different learning needs can feel more included, valued, and supported. Moreover, students who are not from marginalized groups can benefit from an inclusive and diverse learning environment, which can help to develop their empathy and understanding of different perspectives.
UDL is a framework that recognizes that students have different learning needs, preferences, and abilities and that learning environments should be designed to cater to these diverse needs.
By incorporating an intersectional and UDL approach into teaching practices, teachers can create a classroom that is accessible, inclusive, and equitable for all students. Students who are from marginalized groups or who have different learning needs can feel more included, valued, and supported.
Also, students who are not from marginalized groups can benefit from an inclusive and diverse learning environment, which can help to develop their empathy and understanding of different perspectives.
How to Create a More Inclusive and Equitable Classroom
To create a more inclusive and equitable classroom, teachers can start by examining their own biases and assumptions about their students. Teachers can also work to incorporate the following strategies:
- Foster a safe and supportive classroom environment.
Teachers can create a classroom environment that is safe and supportive by promoting positive relationships among students, modeling respectful behavior, and acknowledging and addressing incidents of bullying, exclusion, or discrimination.
- Use inclusive language and materials
Use inclusive language and materials
Teachers can use inclusive language and materials that recognize and respect the diversity of their students. For example, teachers can use gender-neutral language, incorporate diverse perspectives and cultures in their curriculum, and choose materials that represent a range of identities and experiences.
- Provide multiple means of representation, expression, and engagement.
Teachers can design lessons and activities that provide multiple means of representation, expression, and engagement. This can include using different media and formats to present information, providing opportunities for students to express themselves in different ways, and offering various ways for students to engage with the material.
- Implement Universal Design for Learning (UDL) Principles
Teachers can incorporate UDL principles into their teaching practices by designing lessons that are accessible to all students, regardless of their learning needs, preferences, or abilities. This can include using multiple modes of presentation, providing choices in how students demonstrate their understanding, and incorporating assistive technologies.
- Foster an intersectional perspective
Teachers can foster an intersectional perspective by recognizing how different aspects of their students’ identities intersect and impact their experiences in the classroom. This can involve using an intersectional lens when designing lessons and activities and seeking to understand how different forms of oppression and marginalization impact their students.
Creating a more inclusive and equitable classroom for adolescents requires an intentional and ongoing effort from teachers. By incorporating an intersectional and UDL approach into teaching practices, teachers can create a safe and supportive learning environment that caters to the diverse needs of all students. Teachers can foster positive relationships among students, use inclusive language and materials, provide multiple means of representation, expression, and engagement, implement UDL principles, and foster an intersectional perspective. Ultimately, an inclusive and equitable classroom can help to promote positive body image, self-esteem, and well-being for all students.
IDA TEAM-Image(2021-09-16)
References and Resource Links:
Universal Design for Learning (UDL): A teacher’s guide
ByAllison Posey, MEd, CAST, Inc.
https://www.understood.org/en/articles/understanding-universal-design-for-learning
Teaching every student in the digital age: Universal design for learning. ASCD
Moore, S.L. David H. Rose, Anne Meyer, Teaching Every Student in the Digital Age: Universal Design for Learning. Education Tech Research Dev 55, 521–525 (2007).
https://doi.org/10.1007/s11423-007-9056-3