"Provide flexibility in how information is delivered and discussed such as giving instructions verbally and visually. Use a variety of teaching strategies, activities, and assignments that will accommodate the needs of students with diverse learning needs, abilities, backgrounds and experiences."

"In any discipline or field, a key goal as well as challenge is supporting the learning of all students despite their many differences. Through programs, consultations, and resources, CRLT supports teachers in creating learning environments where students of all identities and backgrounds can flourish." This website provides an endless supply of fresh resources regarding inclusivity, with one page of invaluable articles or links, leading on to more and more. Spending a little or a lot of time on this site will vastly increase your understanding of inclusive teaching, provide you with tools and ideas to implement, and provide you with some of the research that substantiates all that has been included on the site.

A series of Plymouth University brief case study videos created by educators describing various personal good practices in teaching and learning inclusively. Additionally are provided a series of written case studies, to further explore inclusivity in teaching.

"For the last decade or so, I've put my students' grades where my mouth is. Instead of just touting the importance of failing, I now tell students that if they want to earn an A, they must fail regularly throughout the course of the semester..."

This article has some validating, and some surprising results from a study done on attendance policies in post-secondary classrooms.

"The TED-Ed team provides an in depth look at the powerful features of the newly-launched TED-ED Beta website. You'll learn how TED-Ed videos are created, how they are arranged, about the learning materials that surround each video, and how you can create customized or "flipped" lessons based on any TED-Ed video or any video on YouTube."

Derek Bruff defines the "flipped classroom" and addresses the misconception that the flipped classroom requires heavy use of video.

"Self-determination lies at the heart of Aboriginal pedagogy. Aboriginal people do want to share their knowledges with other Australians. It is, however, critical to recognise that there is an expectation of reciprocity in such an activity. The sharing of knowledges should be to the mutual benefit of all concerned. Those knowledges that are secret and sacred must remain so."