Proceedings of the 8th World Conference on Future of Education
Year: 2024
DOI:
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Creating Inclusive Learning Environments: Embracing Diversity in Higher Education
Dr. Pratibha Ram
ABSTRACT:
Teaching as a Social Practice embodies a contemporary pedagogical approach rooted in the principles of active learning and student-centred education. This philosophy recognises the crucial role of creating a nurturing and inclusive learning environment, where each student feels valued and supported in their academic journey. Such an environment is especially essential for individuals facing invisible disabilities, such as neurodivergence, chronic pain, and mental health-related issues. These challenges often intersect with other aspects of students’ identities, amplifying the impact on certain groups, including female students, individuals from BAME backgrounds, members of LGBTQ+ communities, and international students. The aim of the session is to enrich the discourse on pedagogical cultures conducive to fostering inclusivity and equity in education. It will explore the challenges faced by students with invisible disabilities, discuss interventions and teaching practices to address these challenges, and culminate with reflective insights on implementing strategies to meet the diverse needs of students with invisible disabilities. In the context of higher education, students with invisible disabilities encounter a myriad of challenges that can significantly affect their academic experience. Neurodivergent students, for example, may struggle with processing information, organisation, and time management, impacting their ability to participate fully in lectures, seminars, and other academic activities. Similarly, individuals coping with chronic pain may face physical limitations that make it difficult to attend classes regularly or engage in lengthy study sessions. Mental health-related issues, such as anxiety and depression, can further compound these challenges, affecting students’ concentration, motivation, and overall well-being. Moreover, the intersectionality of these challenges with other aspects of students’ identities adds another layer of complexity. Female students, for instance, may encounter additional barriers due to societal expectations and gender biases, while individuals from BAME backgrounds may face cultural stigmas surrounding mental health and disability. LGBTQ+ students may also experience discrimination, further marginalising them within educational settings. Additionally, international students may grapple with language barriers, cultural adjustments, and unfamiliar support systems, exacerbating their challenges in navigating academic environments. In response to these complex dynamics, it becomes imperative to adopt tailored support and inclusive methodologies within educational settings. By acknowledging and addressing the diverse needs of students, educators can better foster engagement, motivation, and academic success for all learners. Implementing strategies specifically designed to accommodate the unique requirements of students with invisible disabilities holds significant promise in advancing the agenda of a more inclusive and equitable education accessible for ‘ALL’.
keywords: Inclusivity, Student-centred education, Equity in education, Invisible disabilities