Step 1: Consider Inclusion from Concept to Completion
Instead of adapting classes and writing centers to accommodate individuals with special needs, consider inclusion from the moment a course is conceptualized, through the design process, and during the delivery of class materials (Seale 2006). A simple metric guides inclusive writing pedagogy: “Will this decision actively include as many students as possible?” An example consideration: If I decide to include a video or animation in course materials, how will students with visual, auditory, or other sensory challenges access the content?
Ideally, inclusive design and inclusive pedagogy address physical or cognitive challenges. Adaptations for some disabilities serve as a good starting point for considering course designs because the technologies and pedagogical rationales are well documented. For example, the American Foundation for the Blind—an organization at the forefront of usability, accessibility, and inclusive web design—actively encourages inclusion with detailed online guides (available at http://www.afb.org/).
Continue reading: "Step 2: Incorporate Technology with Strong, Sound Rationales"