Inclusion and accessibility
At Concordia, we have students from over 150 different countries. These countries represent diverse racial, ethnic, religious, linguistic, and cultural experiences. Student diversity is a reality in every classroom across all disciplines. From sexuality to gender to class and ability, inclusive and accessible pedagogical practices welcome and respect this diversity without requiring instructors and TAs to be experts in every aspect of diversity.
Inclusive pedagogy
Inclusion is an important principle in teaching and learning. At its core, inclusion means acknowledging and honouring the reality that every student has a distinct background and experience (Hogan & Sathy, 2022).
Inclusive pedagogy is about:
- Course Design, which is about the design of the course, including its activities, materials, and assignments
- Classroom Environment, which is about establishing and sustaining the dynamics and culture of the learning space
- Course Delivery, which is about teaching and presenting course content
These principles can apply to your role as a TA in various ways. For example, course design principles include adapting teaching materials and methods to accommodate different learning preferences. Classroom environment principles include tutorial discussions where students use digital tools, such as student response systems, to facilitate participation. When it comes to course delivery principles, you could use examples to explain concepts and enhance students’ comprehension of the material.
Applying an inclusive lens to your role as a TA can help answer questions such as:
- What role can a TA have in supporting students?
- What strategies can a TA use to create an inclusive learning environment?
- In what ways does the role of a TA differ from that of a an instructor in promoting inclusion for students?
Learn more
To read more on this, consult our guidebook: Demystifying inclusive pedagogy.
Accessibility
Many students with disabilities or illnesses may not be diagnosed or registered with the Access Centre for Students with Disabilities (ACSD). Universal Design for Learning strategies focus on designing all elements of a course with learner variability in mind from the start to reduce the number of retroactive adjustments needed throughout the term. Introducing flexibility from the start allows students to have greater control of their learning.
In cases where elements of a course may not have been designed with learner variability, the ACSD will inform instructors when a student needs accommodations – you can ask the instructor if you need to know as well. Examples may include but are not limited to assignment extensions, attendance and participation accommodations, note-taking accommodations, and accommodations regarding audio recordings of lectures.
If you are unsure how to accommodate a student, speak directly with them. Ask what would work for them or what previous instructors have done in the past to accommodate them. Do not discuss any private health concerns or diagnoses, focus on what the student needs to succeed.
Learn more
If you often create digital course materials such as PDF handouts or lecture slides, you may be interested in this self-guided learning series on Making Learning Inclusive & Accessible (modules range from 10 to 30 minutes).
The approaches and activities of teaching.
