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Inclusion means developing a shared language and cultivating spaces that are adaptable for all learners. In higher education, a campus-wide adoption of inclusion is difficult due to limited time and resources. However, the presence of students with learning differences is increasing on college campuses and challenging traditional images of students and the classroom experience. As the student landscape of higher education continues to shift, developing an inclusive philosophy and increasing accessibility will become imperative. This paper seeks to frame its discussion of inclusion from a theological, relational-ethics lens in order to provide context, strategies and training for all educators.
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The Wabash Center Journal on Teaching is published pursuant to a Creative Commons Attribution-Non-Commercial License (CC-BY-NC).