Inclusive learning material enhances a student’s sense of belonging to the learning community. It supports awareness of equality and diversity issues in the educational setting but also in a wider perspective in society and in the disciplinary fields.
Inclusive learning material may include some of the following aspects:
Verifies that the learning material is accessible to all kinds of students
Visually reflects diversity by including photos and illustrations of people from various cultural backgrounds, of different ages, genders, disabilities, etc.
Provides students opportunities to relate content to their own experiences by using various examples, case studies, different theories and perspectives.
Encourages sharing of diverse perspectives, interpretations and experiences.
Connects with students’ interests, aspirations and future identities.
Integrates themes of equality, diversity and cultural relativity.
Facilitates interactivity with and self-reflection on difference and so enhances student equality and diversity competence.
The UDL Guidelines: Universal Design for Learning Guidelines
The guidelines are divided into three distinctive categories as follows:
Engagement (the WHY of learning)
Representation (the WHAT of learning)
Action & Expression (the HOW of learning).
In each category the individual should be provided multiple means of reaching the set objectives.