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Inclusive Pedagogy II | CETL

Facilitating diversity, equity, and inclusion in the classroom.

CAR Resources & Student Support

A good portion of the links below point to resources found on LVC's Center for Accessibility Resources (CAR) website.  Additional resources were selected if they provided (with brevity and thoughtfulness)  information that would provide background information on ableism, or information that would be helpful in the classroom.

Research Articles

Brown, K. R., & Broido, E. M. (2020). Engaging students with disabilities. In Quaye, S. J., Harper, S. R., and Pedakur, S. L (eds) Student engagement in higher education (3rd ed., pp. 237-256), Routledge Press. 

Print book in Bishop Library.


Lombardi, A., McGuire, J. M., & Tarconish, E. (2018). Promoting inclusive teaching among college faculty: A framework for disability service providers (practice brief). Journal of Postsecondary Education and Disability, 31(4), 397-413.

Although this article is written specifically for disability service providers, in the appendices it provides multiple tools, self-assessments, checklists and worksheets that faculty can use to make their teaching more accessible to people with disabilities. 


Morina, A.  (2019). The keys to learning for university students with disabilities: Motivation, emotion, and faculty-student relationships. PLoS ONE, 14(5):e0215249. 

The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities’ motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature, since very little attention has hitherto been paid to motivation, emotion and the importance of faculty-student relationships in the learning processes of students with disabilities. In this study, 119 faculty members from 10 Spanish universities who engage in inclusive practices in all areas of knowledge recounted, in response to questions asked during a semi-structured interview, how they motivated and related to their students. The conclusion reached is that students with disabilities are more motivated than their fellow classmates, meaning that very few extra actions need to be taken to engage them in the learning process. Nevertheless, participants reported having a knowledge of strategies based on motivation and emotion and using them to develop a sense of belonging among students, thus fostering their learning.


Ostrove, J. M., Cornfield, M., & Ibrahim, M. (2019). Actors against ableism: Qualities of nondisabled allies from the perspective of people with disabilities. Journal of Social Issues, 75(3), 924-942.

We report the results of an interview‐based study of the qualities that people with physical and sensory disabilities use to describe effective nondisabled allies.  A thematic analysis of their responses suggested that they appreciated nondisabled people who offered appropriate help, were trustworthy in their understanding of disability identity, made personal connections, advocated and acted against ableism, were willing to learn, and communicated effectively. Consistent with research about White allies to people of color, participants emphasized both political and social dimensions of being an ally.


How Were These Resources Selected?

There are thousands of articles on ableism/disability in higher education.  Articles that were current, not overly jargon-y, and offered solid solutions/ideas faculty could use with students with disabilities (which consistently appeared in multiple other articles) were selected.

For books and movies, an emphasis was placed upon holdings by Bishop Library, since Bishop's librarians select resources rated by professional literature reviews to be of the highest quality.

See something that I missed?  Want to suggest a resource that has worked for you?  Email