En mi experiencia docente me he interesado en llevar a cabo una práctica en la cual todos los estudiantes tengan oportunidad. Me ha sido de gran utilidad el trabajo en grupo conformado por participantes con distintos niveles de aprendizaje haciendo tareas conjuntas. El resultado de tales tareas afecta a todos por igual. De esta manera, los pares contribuyen a nivelarse entre sí. Igualmente, ha sido de provecho utilizar recursos audiovisuales para el fomento del análisis crítico. Dicho análisis da la posibilidad de que todos aporten. Se valora lo que cada uno exponga. De igual modo, he implementado la mentoría entre pares, lo cual ha sido altamente positivo.

Understand that different learners have different learning styles. We can only try our best to (i) utilize a mixture of visual, auditory, & kinesthetic learning strategies, relating the learning to real-life experiences to make them more engaging; (ii) adopt different techniques like group work, group discussions, hands-on projects, interactive tools, videos. Check in on learners with special needs or challenges who may need audio/ video assistance. (iii) Foster safe & supportive collaborative space where everyone feels respected. Encourage active listening. (iv) Provide opportunities for feedback & reflections, regularly check-in to make sure everyone is progressing. (v) Be open to refine assessment methods to meet learning needs.

Here's my opinion: Design instructional activities that reflect ethical standards, cultural norms, and shared values. Use inclusive examples in teaching materials to foster a sense of belonging among students. Emphasize the beauty of diversity by encouraging students to approach differences with respect and openness. Structure lessons to make all perspectives welcome, helping each student feel seen and valued. Adapt materials and activities to be accessible and relevant for all, ensuring no student is left behind. Create a learning environment that celebrates diversity and promotes the positive impact of embracing it fully.

I believe this topic starts with the structure of the university itself. Smaller group sizes make it easier for instructors to see and support each individual. Of course, this isn’t always something we can control. Beyond that, I strive to create a positive and inclusive atmosphere in the lecture hall. If I sense that someone might be isolating themselves or feeling left out, I make it a point to check in with them directly. As educators, we have a tremendous influence on our students. If we actively work to value and respect everyone, our students will follow suit. They will ensure no one in their group is left behind.

Ensuring no student is left behind requires a holistic and inclusive approach to education. I emphasize personalized learning experiences by recognizing diverse student needs and employing flexible teaching strategies that cater to various learning styles. Active engagement, accessible resources, and continuous mentorship create a supportive environment where students feel valued and empowered. I also foster a culture of open communication and collaboration, encouraging feedback and actively working to eliminate barriers to student success, so every learner has the opportunity to thrive.

Through the years I contacted immediately after the first evaluation (quiz, assessment, test, or exam) those students who feel within the lower quartile asking them to meet with me to ensure they catch up with the rest of their classmates. The majority of them changed their attitude towards the course when they saw that I cared. In some cases these students became the top performers in my course. With increasing class sizes many students, especially in first or second year feel lost in a cold system. If they know that we are monitoring their progress, they work hard to meet our expectations.

In my experience a participatory approach to teaching and learning enhances inclusivity in higher education. Consistently opening avenues and opportunities for all learners to participate in classroom debates and other activities improves inclusivity. Participatory teaching methods challenge learners to prepare for the likelihood of being 'handed the mic' reducing their likelihood to shy away from opportunities to give their input. This also addresses covert barriers to educational inclusivity such as gender relations, instructional language challenges among others.

As a psychiatric nurse educator, I foster an inclusive learning atmosphere by embracing diverse perspectives, creating a safe space for open dialogue, and encouraging empathy-driven discussions. I adapt teaching methods to accommodate different learning styles and promote active participation. Sharing real-world examples from psychiatric nursing helps students connect theory with practice, while emphasizing respect and compassion ensuring that everyone feels valued. These practices empower future nurses to provide inclusive, patient-centered care.

il suffit d’appliquer du bon sens au cours dispensés : interroger les élèves, un par un au lieu de privilégier uniquement ceux qui lèvent le doigt spontanément. Cette technique permet à chaque élève de s’exprimer et profite bien souvent aux plus timides qui, grâce à leur réponse vont être perçus différemment par l’ensemble de la classe. Cela va permettre d’être accepté(ée) pour les personnes qui sont ‘’ différents ‘’, de pas leur physique, leur couleur de peau ou encore leur orientation sexuelle. Et pour finir, il n’y a pas de sujets tabous, et j’aborde tous ces sujets en cours afin que la parole se libère …

Afin de vérifier qu’aucun étudiant est laissé de côté au sein de nos établissements, il est primordial de pouvoir écouter et échanger avec l’ensemble des étudiants