Diversity
There is a clash between the increasing diversity within the incoming students and the fairly large homogeneity of lecturers.
Respect for Diversity and Sustainability
Advice:
Follow the TED Talk with English transcription here.
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Argumentation:
Diversity is about all possible differences in terms of gender, skin colour, social background, sexual orientation, physical and mental capabilities, religion, ideology, age, ethnicity, etc., that may exist between people who live together in society. Artevelde University College aims to become more accessible in all possible ways and to give the best possible opportunities to everyone, no matter how different. Also, Artevelde University College wants to make optimal use of this social diversity, based on the conviction that people from different backgrounds make an invaluable contribution to social life. Studying is also expensive. Many families have to make extra efforts to allow their children to continue their studies. We must therefore ensure that the cost price of the programme is not unnecessarily increased.
Diversity is about all possible differences in terms of gender, skin colour, social background, sexual orientation, physical and mental capabilities, religion, ideology, age, ethnicity, etc., that may exist between people who live together in society. Artevelde University College aims to become more accessible in all possible ways and to give the best possible opportunities to everyone, no matter how different. Also, Artevelde University College wants to make optimal use of this social diversity, based on the conviction that people from different backgrounds make an invaluable contribution to social life. Studying is also expensive. Many families have to make extra efforts to allow their children to continue their studies. We must therefore ensure that the cost price of the programme is not unnecessarily increased.
There is more diversity between students in terms of:
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There is a need for more diversity in terms of:
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Universal Design for Learning
Universal Design For Learning (UDL) helps teachers to design learning experiences. In addition, this model helps to make curriculums more accessible, more effective and more attractive for ALL students.
The main principle of UDL is that a curriculum offers all sorts of opportunities that make it possible for students with different backgrounds in terms of: • socio-cultural background; • learning style; • capabilities; • limitations to achieve the intended objectives using a diversity of learning materials. The point is: what is good for these students is good for all students. |
Is the dress blue with black or white with gold? Diversity lies not only with the object, but also with the way we deal with an object. This is the same for study material. Students work with course materials in various ways and acquire knowledge through various possibilities.
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Artevelde University College studied the possibilities of Universal Design for Learning (UDL) and created a clear offer around this for schools. Be sure to read the guidelines for Universal Design for Learning.
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The Ministry of Education in New Zealand has compiled a comprehensive guide on the use of Universal Design for Learning within inclusive education. In addition to clear examples, the site also contains numerous links, interviews and quick sheets to pay attention to UDL in your lessons.
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The Office of Educational Development & Internationalisation at Artevelde University College created Guidelines for Design Blended Learning.
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The real role of leadership is climate control, creating a climate of possibility. And if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected. Sir Ken Robinson talks about diversity in students, pupils and learning materials. He connects the creative factor with education for everyone.
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Background Information
Diverse lectoren… diverse studenten? Sluitstuk van een jaar nadenken met lectoren en organisaties over diversiteit in de lerarenopleidingen (2006). Working file commissioned by the Flemish Government, Department of Education and Training.
Hoste, W. & Stuyver, L. (2006). Checklist Diversiteit in cursusmateriaal/leermiddelen. Internal document. Artevelde University College Ghent: Ghent.
De Graeve, S., et. al. (2004). ICO: van eigenbelang naar actief wereldburgerschap, projectgroep ICO. Internal document. Artevelde University College Ghent: Ghent.
More information about facilities for students with a disability at Artevelde University College: www.arteveldehs.be > medewerkers (inloggen) > diensten > studieadvies > instroom > studie en functiebeperking > gids or via http://www.siho.be, Support Inclusion Higher Education (SIHO).
Hoste, W. & Stuyver, L. (2006). Checklist Diversiteit in cursusmateriaal/leermiddelen. Internal document. Artevelde University College Ghent: Ghent.
De Graeve, S., et. al. (2004). ICO: van eigenbelang naar actief wereldburgerschap, projectgroep ICO. Internal document. Artevelde University College Ghent: Ghent.
More information about facilities for students with a disability at Artevelde University College: www.arteveldehs.be > medewerkers (inloggen) > diensten > studieadvies > instroom > studie en functiebeperking > gids or via http://www.siho.be, Support Inclusion Higher Education (SIHO).
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