Inclusive by Design: Engaging in Antiracist Practices/Pedagogies, Critical Disability Theory, and Universal Design for Learning in Higher Education

• In Event: Dismantling Ableism in the Academy: Challenging Exclusionary Practices and Pedagogies

Abstract

Anti-racist practices, critical disability theory (CDT), and Universal Design for Learning (UDL) methods in the classroom guide the design of academic coursework to support the diversity of learners and interrogate normative educational practices that serve to harm historically excluded students. The application of CDT and UDL focuses on dismantling ableism in the classroom through radical access and, when combined with anti-racist practices, reducing barriers in receiving and expressing knowledge related to racism, classism, misogyny, homophobia, and transphobia. This article will discuss instructor and student experiences with higher education courses that incorporate these methods at two universities in the U.S. In summary, these methods improved the classroom experience and providing radical access did not diminish the rigor of the courses.

Authors

• Megan L. Ruby, Oklahoma State University

• DJ McMaughan, Oklahoma State University

• Hann Binghahm Brunner, Landmark College

• Rhonda N. Rahn, Texas A&M University