Article Title
Beyond the Syllabus: Inclusive Teaching for Real-World Classrooms
Abstract
Many students, whether in elementary or college classrooms, face overlapping challenges related to disability, trauma, poverty, and systemic inequity, and many teachers feel unprepared to provide meaningful support. A ninth-grade Boston charter area teacher once confided to me, “I am aware that my students require assistance, yet I am at a loss as to how to effectively teach them, particularly in regard to students from diverse backgrounds.” This teacher’s statement was not unusual. In my social work roles in several schools, I observed students’ needs and teachers’ uncertainties about how to meet them, which led to my own dedication to addressing these discrepancies.
This paper has been withdrawn.