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Nearpod.com is web-based presentation platform that allows for easy, efficient technology integration within the classroom.

Whether discussing opportunities for general or special education students, many would agree that instruction must be presented in a variety of ways. Further, assessing our students would best be completed through a number of differing avenues aside from paper and pencil tests. Nearpod brings together the best of both!

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Student engagement may very well be the number one factor in contributing to student learning.  Nearpod allows students to access instructional content through the use of technology. Instructors have the option of delivering content through live sessions or through the use of student-paced lessons. Within the lesson, instructors have the ability to embed a multitude of digital content with ease.  Last, Nearpod introduces activity-based prompts within instruction in which students can respond to the instructor, or each other, through the use of their own devices.

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Student collaboration opportunities are aplenty within the Nearpod platform.  Instructors have the ability to prompt students to interact within the program through a variety of sources.  Activities such as Open Ended Question, Poll, Collaborate, and Draw It allow for students to observe one another's understanding.  Further, each component allows for students to respond to the posts of their classmates through text or graphics.

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Gauging the learning that is taking place within instruction is of the utmost importance.  Nearpod allows for both formal and informal assessment through the use of the available activities mentioned above.  The instructor has the ability to choose whether students' names and/or responses are displayed to the class.  This allows the instructor to check for understanding in a variety of ways, while also ensuring that students may remain anonymous if so desired.  Once the delivery of instruction is complete, student responses are stored within the instructor's account.  This allows the instructor to review responses  outside of instruction.

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The Teaching Center is chock full of educational articles and resources covering a vast array of topics. Sections are titled and color-coded, offering simplistic navigation.

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The Teaching Center provides an entire section devoted to inclusion.  The section titled, Inclusive Teaching and Learning, offers many resources geared toward the positive support of our students and teachers. The section includes inclusion-specific support on the topics of instruction, fostering respect for all, and classroom management.

Below, you will find the link to one article found on the website pertaining to the inclusive classroom.

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Promoting inclusion, reducing stereotype threat, and fostering a growth mindset

Inclusive teaching and learning refers to modes of teaching and learning that are designed to actively engage, include, and challenge all students. The practice of inclusive teaching can also help instructors broaden and expand their understanding of their own disciplines and of what they hope to accomplish in teaching and in research. The Teaching Center's strategies for inclusive teaching and learning are developed in collaboration with the Washington University Standing Committee on Facilitating Inclusive Classrooms, and with campus partners such as the Center for Diversity and Inclusion, the College of Arts & Sciences, Cornerstone, the Office of the Provost.

Include Diverse Content, Materials, and Ideas

When you are preparing lectures, questions for discussions, assignments or exams, and case studies, include language, examples, socio-cultural contexts, and images that reflect human diversity. Whenever possible, select topics and materials that reflect contributions and perspectives from groups that have been historically underrepresented in the field.

Model openness to the new ideas and questions your students bring into the course, which can broaden and deepen your own knowledge of your discipline and its relevance. Help students understand that knowledge is often produced through conversation and collaboration among disparate points of view.

Be aware of how your own biases, or professional training and background, may have shaped the selection of content and materials in your class. If relevant, encourage students to think critically about how historical, literary, and art-historical canons-as well as the criteria for defining these canons-are defined and evolve over time.

Create an Inclusive Environment

When talking with students during class, communicate clearly-starting on the first day of the semester-about what you expect to happen in the classroom, including the ways in which you would like your students to interact, ask questions, and participate.

In addition, set and enforce ground-rules for respectful interaction in the classroom, such as guidelines for contributing ideas and questions and for responding respectfully to the ideas and questions of others. If a student's conduct could be silencing or denigrating others (intentionally or not), remind the entire class of the ground-rules, then talk with the student individually outside of class about the potential effects of the conduct on the ability of all to learn and contribute. Remember that your silence is often read as endorsement. Therefore, it is important to take action to try to improve the learning environment for all.

To the extent that is possible (depending on the size of your class), get to know your students and the individual perspectives, skills, experiences, and ideas that they bring into your course. Consult the electronic roster for your course to learn about any preferred names that students would like to be called (please see the University's guidelines and tips on student's preferred names).

Communicate high standards for student learning and achievement in your course and express confidence that every student can achieve these standards. In addition, include structured support within your course that is designed to help all students achieve those standards. For example, connect all students to course-specific resources such as supplemental help sessions, peer mentors, and study guides, and to centers such as Cornerstone and The Writing Center.

Show respect for all questions and comments. Use verbal and non-verbal cues to encourage participation and to challenge all students to think deeply and critically.

Encourage students to "think out loud," to ask questions, and to actively consider perspectives that are different from their own.

If you are teaching about topics that are likely to generate disagreement or controversy, identify clear objectives and design a structure informed by those objectives. In addition, communicate the objectives and the structure to the students, so that they know what to expect. If a tense interaction occurs, it is important to address the issue in the moment. In some cases, pausing for a short time to ask students to discuss in small groups or to reflect in writing individually can allow them to discover what they might learn from the interaction. In others, conversations with individual students outside of class (but before the next class session) will be more appropriate. If you realize after the class session is over that a tense exchange has occurred that you did not acknowledge, or if one or more of your students tells you of an exchange that you did not notice at the time, devote time at the start of the next class session to discussing the exchange and what you may all learn from it. For additional ideas, please see "Facilitating Challenging Conversations in the Classroom."

Encourage a Growth Mindset

Foster a "growth mindset" by conveying the idea that intelligence is not a reflection of fixed, "natural" abilities, but can change and grow over time (Dweck, 2006). When talking with students about their performance in class or on exams or assignments, avoid describing such performance as a sign of "natural ability" (or lack of ability). Doing so may trigger "stereotype threat," a phenomenon in which students' awareness of negative stereotypes that link identity and ability can lead to depressed academic performance (Steele, 2010; reducingstereotypethreat.org).

Help students develop a growth mindset by speaking with them about the extent to which experiences of academic faltering can provide opportunities to grow and improve. For example, if a student comes to your office hours to discuss a disappointing grade on an exam or an assignment, work with the student to identify specific areas where the student is struggling, and to identify 2-3 new strategies the student can use to improve in those areas.

Create an environment in the classroom or laboratory in which it is okay to make mistakes and where faltering can lead to deeper learning. If a student contributes an answer that is incorrect, for example, ask questions to help the student identify how he or she arrived at that answer and to help the entire class to understand at least one method to derive the correct answer. At the same time, be open to the possibility that what seems to be an incorrect answer initially may lead to shared understanding of an alternative way to answer the question.

Strive for Equality of Access to Instruction and Assistance

Help your students learn about academic and non-academic assistance and resources that are available at the University. Keep in mind that all students will not be equally aware of-or equally comfortable in seeking out-academic help and resources provided by academic advisors, Cornerstone, the Dean's offices, Student Health Services, etc. Therefore, set aside time in class to talk about these resources during the first week of class, and-when needed-in individual conversations with students (see Resources on Diversity and Inclusion).

Articulate and share with all students the criteria you will use to evaluate their work. When appropriate, grade with rubrics or answer keys that promote fairness and transparency.

Ensure that assistance provided outside of class is equally available and accessible to all students (e.g., if you share information with one or a few students regarding how best to approach an assignment, repeat this information to the entire class).

When a student approaches you to let you know that she or he has a disability, help the student get in touch with the Disabilities Resources Office (at Cornerstone). The Disabilities Resources staff will then communicate with you regarding any required accommodations.

Use Feedback to Refine and Improve your Methods

Ask a colleague to observe your teaching and help you identify patterns in instructor-student (as well as student-student) interactions. Consider which of these patterns might be encouraging full participation and inclusion of diverse contributions, and which might be perceived as barriers to full participation and inclusion. Identify adjustments you can make to increase full participation and to minimize or eliminate such barriers.

Provide opportunities for students to reflect on the course and to give you feedback on the methods and strategies you are using. For example, ask students to complete brief, anonymous course evaluations at midterm. Afterward, take time in class to explain how you are integrating their feedback as you make adjustments during the remainder of the semester.

Selected References and Resources

Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press.

Chesler, M. A. Perceptions of faculty behavior by students of color. University of Michigan. Center for Research on Learning and Teaching. Occasional Papers, 7. www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no7.pdf

Dweck. C. (2006). Mindset: The New Psychology of Success. NY: Ballantine.

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.

Kardia, D. and M. Wright. Instructor identity: The impact of gender and race on faculty experiences with teaching. University of Michigan. Center for Research on Learning and Teaching. Occasional Papers, 19. www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no19.pdf

Lin, S. Y., & Day Scherz, S. (2014). Challenges facing Asian international graduate students in the US: Pedagogical considerations in higher education. Journal of International Students, 4(1).

A new guide on increasing inclusivity in the classroom. Vanderbilt University. Center for Teaching. cft.vanderbilt.edu/2014/11/a-new-guide-on-increasing-inclusivity-in-the-classroom/

Perception Institute. (2014). The science of equality, volume 1: Addressing implicit bias, racial anxiety and stereotype threat in education and health care. perception.org/uncategorized/perception-institute-releases-the-science-of-equality/

Project Implicit. Harvard University.

Schmalz, J. (2015). 'Ask me': What LGBTQ students want their professors to know. Chronicle of Higher Education. http://chronicle.com/article/Ask-Me-What-LGBTQ-Students/232797

Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: Norton.

Warren, L. (2002). Class in the classroom. http://isites.harvard.edu/fs/html/icb.topic58474/class.html.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. © 2016, Washington University.

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Strategies for Fostering Inclusion in the Classroom

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Inclusive teaching and learning refers to modes of teaching and learning that are designed to actively engage, include, and challenge all students. The practice of inclusive teaching can also help instructors broaden and expand their understanding of their own disciplines and of what they hope to ac

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The Inclusive School Network is an advocate for the effective implementation of inclusive education practices. Their website provides a multitude of resources to educators and parents, alike.

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The Inclusive Schools Network, sponsored by Stetson & Associates, Inc., is a web-based educational resource for families, schools, and communities, providing information and resources that facilitate inclusive education practices.

We support schools around the globe by sharing tools and strategies to increase opportunities for students with disabilities and build knowledge of inclusive education.

Join us each year to celebrate Inclusive Schools Week™ and recognize the accomplishments of schools and communities in ensuring equity and access for all students.

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Inclusive Schools Network | Supporting Inclusive Education

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We support schools worldwide with tools and strategies to increase opportunities for students with disabilities and expand awareness of inclusive education.

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One major resource found within the website is a presentation covering the basics of inclusive education.  The presentation highlights definitions of inclusion, the legislative requirements of inclusion, and common myths and misunderstandings.  This would be an excellent resource for new teachers, whether they are general or special educators.

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A second incredible resource provided through the website is the Inclusion Self Assessment tool.  Rather than assess individual teacher practice, this tool actually allows the entire school to self assess across areas such as accountability, procedures, instruction, and collaborative partnerships.  Once each section is completed, the assessment provides a level of where the school is functioning in regards to inclusion.  The assessment then provides resources to improve on the assessment score.

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This instrument is designed to provide schools with a self-assessment instrument to guide a review of current practices regarding inclusive education. Stetson and Associates considers inclusive education to be synonymous with the requirements for the provision of education and related services in the least restrictive environment. Decisions about instructional setting are determined on an individual student basis and while there is a strong preference for instruction in the general education classroom, the IEP team makes the determination of the appropriate location(s) for services. It is our position that the emergence of the terms 'inclusive practices' and 'inclusive education' served to refocus national attention on this critical philosophy and practice for every student. The notion of inclusive practices is relevant for all students.

To download a print version of the ISN Self-Assessment Survey click here.

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Take our Self Assessment questionnaire and evaluate your school's needs for Inclusive Education.

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do2Learn is a website that provides a plethora of educational resources to teachers and parents. Unlike many other websites, many of their resources include detailed explanations of the resources and how to implement them. do2Learn promotes the notion that teachers must not only be presented with resources to use, but also models and explanations of how to use them.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.

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One section example of what do2Learn has to offer is with communication skill instruction. This section provides real world examples of communication scenarios to work through while providing resource solutions, as well. Covered areas include voice control, reciprocal conversation, responding to questions, and active listening. All students could benefit from direct instructional support when it comes to communication.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Differentiation Central is a website from the University of Virginia, tailored after much of the research done by a pioneer of differentiation, Dr. Carol Ann Tomlinson. The website provides a great deal of information on differentiation in the classroom, as well as a large collection of videos to observe.

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Quite possibly the greatest asset found within Differentiation Central is the video library. The library includes visual models on the introduction to differentiation, instructional strategies, differentiating at each academic level, and more!

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What is differentiated instruction?
Carol Tomlinson provides a concise explanation of what it means to differentiate instruction.

Two misconceptions about DI - that there is a disconnect with standards and that DI is only for certain students
Carol Tomlinson explains how learning standards and differentiation are aligned with one another and that DI is not a restrictive approach designed for certain types of students.

A misconception about DI - that it is an 'add-on' activity
Carol Tomlinson addresses a common misconception about DI by clarifying that it is not an extra thing to do in the classroom.

A misconception teachers sometimes have - "I already differentiate."
Carol Tomlinson discusses a common misconception of teachers who lack a clear understanding of DI - they often believe they already differentiate.

Four common misconceptions about DI
Kristina Doubet discusses some misconceptions about DI, clarifying that whole-class instruction occurs in a differentiated classroom, that DI is not a case of high-level versus low-level students, that it is a proactive approach to meeting the varied learning needs of students, and addresses students' differing interests and learning preferences as well as readiness.

Engaging resource specialists in planning differentiated lessons
Kelly A. Hedrick explains the important role resource specialists can play in collaboratively planning differentiated lessons with classroom teachers.
Barriers that teachers may encounter when implementing DI
Catherine Brighton describes barriers that elementary and secondary teachers often encounter as they begin to differentiate instruction in their classes.
Cindy Strickland describes a way to differentiate professional development for teachers using tiered activities designed for different readiness levels.

These experts on differentiated instruction appear in our video clips.
Video Archive
Catherine Brighton - Associate Professor, UVA School of Education and Human Development, University of Virginia

Marcia Imbeau - Associate Professor, Curriculum & Instruction, University of Arkansas

Kristina Doubet - Assistant Professor in Middle, Secondary, & Mathematics Education, James Madison University

Jay McTighe - Author and educational consultant

Monica Harrold - Principal, Northside Elementary School, Ann Arbor, MI

Cindy Strickland - Educational consultant and ASCD faculty member

Kelly A. Hedrick - Director of Gifted Education & Academy Programs, Virginia Beach City Public Schools, VA

Carol Tomlinson - William Clay Parrish Jr. Professor Emeritus, UVA School of Education and Human Development, University of Virginia

Jessica Hockett - Educational consultant

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