Inclusive Practices: Supporting the Success of All Students
Length of Presentation
50 minutes
Start Date
15-10-2021 11:00 AM
Document Type
Workshop
Abstract
Educators work with diverse individuals, families, and communities. To increase and support a diverse workforce, IHE need to examine and address barriers that negatively impact students. Inclusive practices include minimal changes to existing practices that can support all students success.
Description
Teacher preparation programs lack diversity as the majority of students in higher education teacher preparation programs are white. Twenty-five-percent of individuals in teacher prep programs are individuals of color compared to 37% in other disciplines (The state of racial diversity in the educator workforce, 2016). The under representation of diverse teachers is further exasperated as bachelor’s degree completion rates for students of color is lower for black and Hispanic students than for white students. Seventy-three percent of white students will complete a bachelor’s degree in 6 years compared to 42% for black and 49% for Hispanic students. College instructors who wish to become inclusive in their teaching need to recognize, honor, and use knowledge of student diversity in order to enrich student learning of course content (Fallon & Brown, 2010). Pedagogies need to be informed by the belief that all students bring things of value to the learning environment (Gale & Mills, 2015).
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Inclusive Practices: Supporting the Success of All Students
Educators work with diverse individuals, families, and communities. To increase and support a diverse workforce, IHE need to examine and address barriers that negatively impact students. Inclusive practices include minimal changes to existing practices that can support all students success.
Speaker Information
For over 25 years, Jennifer Buchter has worked with young children and families across multiple systems including child welfare, Head Start, early childhood special education, mental health, advocacy, and higher education. Her educational background in social work and early childhood education led her to pursue a doctoral degree in Special Education with the goal of researching social skill interventions and preparing educators for long, successful, rewarding careers. She is an assistant professor of special education at Eastern Illinois University.