personal statement inclusive education

Sample Personal Statement for Special Education Teacher

by Talha Omer, M.Eng., Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program in special education. Variations of this personal statement got accepted at TUFTS and Boston College. Read this essay to understand what a top personal statement of a special education teacher should look like.

“Quo non Ascendam” – “to what heights can I not rise.” This is the motto of Ethiopia Aviation Academy, my Alma Meta, and my inspiration. Last year, while ascending Adams peak during a voluntary AIESEC internship at Colombo University, Sri Lanka, I saw a poor boy suffering from muscular dystrophy dangerously perched behind the railings at the corner of the tortuous path. “Excelsior,” my Australian, American, Lebanese, and Chinese comrades exhorted me to go on. But I was transfixed by the utter disparity I saw – was it right to give him a coin, or could I have done something else to change his destiny? How lucky I am to have everything on my plate.

My schooling was elite. However, I never disassociated myself from my disadvantaged peers with physical impairments. Every year my mother used to take me to a nearby nursing home (for children with disabilities) to celebrate my birthday. She did so purposefully so that I could count my blessing and be grateful for what I have. The wider gap between the haves and the have-nots became even more pronounced when I visited my native village in rural Ethiopia and interacted with children in our neighborhood. Sometimes I even felt guilty for having so much more than them. I pondered that to alleviate poverty and promote socio-economic development, I needed to provide easy access to education to the less fortunate. I believe this will give me tranquility and a realm of my own.

To become a valuable member of society, I decided to major in special education. Therefore, I enrolled at Bahir Dar University. In my senior year, I traveled to Augustana College (on Global U-GRAD Exchange Program) as a Cultural Ambassador and stayed there for six months. During this time, I gained exposure to the local culture and enhanced my English language and teaching skills. At Laura Wilder Elementary School, I taught courses to special children on how to become adaptive and sociable. Not only this, but I also organized “Ethiopia Day” festivities at Sioux Falls and gave a comprehensive lecture on the society and culture of Ethiopia. Post-presentation, a native exclaimed, “Thank you for showing us Ethiopia in a better way.” Upon my return to Ethiopia, I decided to redouble my efforts in imparting education after being motivated by the exposure at Augustana college.

During my junior year, I realized my life goals after opting to travel for an optional teaching internship with National Commission for Human Development in Swat, now famous for being the hometown of Malala Yousafzai. I worked towards the UN Millennium Development Goal, which envisages an educated society as a foundation for development. For four months, I designed and taught several courses in self-development, communication, and professionalism to women in rural communities. As a result, I felt a lot more empowered.

Subsequently, I became further predisposed to teaching special children. However, at the same time, I realized that I would need further education to achieve my lofty aim of making a more significant impact. While working on various projects involving wide-ranging education policy issues and theories, I was exposed to the benefits and limitations of the teaching sphere. Now, I want to expand my world and learn more so that I can ask better questions and be capable of adapting to the changing world. I believe everyone has a share in shaping the world (no matter how small or big), and by pursuing graduate studies in teaching methodologies, I will be able to provide a beneficial share to the world. It will also help me create the world that I want to live in.

As we neared Adams peak, we started bantering – our words echoed from the valley below. My fatigue disappeared as I witnessed the breathtaking sunrise – such are the fruits of accomplishment. The decent is always easier. I remember children always walking to school and running back home. As we descended, I saw the same disabled boy at the same place near the railing but with a much more satisfying look as his bowl was brimming with coins. I know brooding is not the answer, but he should have been in school. Wisdom lies in knowing what to do next. I know someday I want to be wholly immersed in teaching and formulating educational policies that will send all poor and disabled children to school and higher learning.

WANT MORE AMAZING ARTICLES ON GRAD SCHOOL PERSONAL STATEMENTS?

• 100+ Outstanding Examples of Personal Statements
• The Ultimate Guide to Writing a Winning Personal Statement
• Common Pitfalls to Avoid in Your Personal Statement
• Writing a Killer Opening Paragraph for Your Personal Statement
• Ideal Length for a Graduate School Personal Statement
• 100 Inspiring Quotes to Jumpstart Your Personal Statement

Sample Personal Statement for Masters in International Business

Sample Personal Statement for Masters in International Business My journey began amidst the kaleidoscope of Qatar's landscapes, setting the stage for a life attuned to cultural nuances. Transitioning to Riyadh in my teens, I absorbed a mosaic of traditions, sparking a...

Sample Personal Statement for Family Medicine Residency

Personal Statement Prompt: A personal letter is required. We are looking for mature, enthusiastic physicians who bring with them a broad range of life experiences, are committed to providing excellent patient care, and can embrace the depth and breadth of experiences...

[2024] 4 Law School Personal Statement Examples from Top Programs

In this article, I will discuss 4 law school personal statement samples. These statements have been written by successful applicants who gained admission to prestigious US Law schools like Yale, Harvard, and Stanford. The purpose of these examples is to demonstrate...

Sample Personal Statement Cybersecurity

In this article, I will be providing a sample grad school personal statement in the field of cybersecurity. This sample was written by an applicant who got admitted into George Mason, Northeastern and Arizona State University. This example aims to show how prospective...

100+ Grad School Personal Statement Examples

Introduction Importance of a Strong Personal Statement A personal statement is essential in the graduate school application process, as it plays a significant role in shaping the admissions committee's perception of you. In fact, a survey conducted by the Council of...

WANT AMAZING ARTICLES ON GRAD SCHOOL PERSONAL STATEMENTS?

• 100+ Personal Statement Templates

Center for Teaching

Developing and writing a diversity statement.

What is a diversity statement, and what purpose does it serve?

What topics might be included in a diversity statement.

• Getting Started

Writing Prompts

Adapting your statement for a job application, additional resources.

Increasingly, institutions of higher education are becoming more intentional and programmatic about their efforts to embrace principles of inclusion, equity, justice, and diversity throughout campus life. As they do so, they are more focused on finding faculty who have experiences and competencies that can contribute to these efforts. Consequently, universities and colleges frequently are requesting that job applicants address how they can contribute to a culture of inclusion and equity within the campus community in the form of a “diversity statement.”

Sometimes, a job ad will request that applicants address diversity in the cover letter or the teaching statement, but a request for a separate diversity statement is becoming more common. From the perspective of some universities, the purpose of such documents is to demonstrate that the applicant has commitments and capacities to contribute to the institution’s projects of inclusion and equity via their work, including scholarship, teaching, service, mentoring, and advising. Asking faculty applicants to speak to inclusive excellence in their application materials or during the interview process shows a university’s commitment to inclusion and ensures that new faculty share that commitment (2018). The document is also an opportunity for applicants to highlight their understanding of the barriers faced by under-represented or marginalized groups, as well as their own experiences meeting the needs of a diverse population of students, staff, and peers. For example, The University of California at San Diego requests a separate “Contributions to Diversity” statement from all faculty applicants, and its published guidelines suggest describing “your past efforts, as well as future plans to advance diversity, equity, and inclusion.” (2.1.18, https://facultydiversity.ucsd.edu/_files/c2d-guidelines.pdf ).

The wording that universities and colleges use in framing the request for a diversity statement varies widely. Below are a few examples from job ads posted in the 2017-2018 academic year.

St. Mary’s College of Maryland (public liberal arts college, faculty posting in Psychology):

Applicants should submit a statement explaining how their teaching at the College will contribute to a culture of inclusion and campus diversity .

Denison University (private liberal arts university in Ohio, faculty posting in Anthropology):

A description of how the applicant would contribute to the development of a diverse and inclusive learning community at Denison through her/his teaching, research, and/or service .

Angelo State (public university in Texas, faculty posting in Engineering):

The required Other Document should be no longer than 2 pages and should discuss how the candidate would help achieve Angelo State University’s goal to attract and graduate more women, Hispanic, and students from other underrepresented groups .

Georgia College and State University (public liberal arts college, faculty posting in Psychology)

Qualified candidates should submit a research statement, and a diversity statement (describing how you incorporate diversity into your teaching, research, and/or service). Teaching, research, and diversity statements should be limited to two single-spaced pages.

Franklin & Marshall College (private liberal arts college in Pennsylvania, Visiting Assistant Professor Position in Psychology)

Pursuant to the college’s vision for cultivating a diverse and inclusive community, the search committee will ask all applicants to address how their past and/or potential contributions might serve to advance F&M’s commitment to teaching and mentoring young people from a variety of personal experiences, values, and worldviews th at arise from differences of culture and circumstance.

Since the diversity statement is an emerging genre in the context of faculty job applications, there are few set guidelines on what must be included. Keeping in mind that the purpose of the statement is to demonstrate a commitment to fostering diversity, the following elements may be appropriate:

• Statement of values as they relate to your understanding and commitment to diversity, inclusion, equity, and/or justice in higher education.
• Examples of experiences that demonstrate your commitment to fostering the success of underrepresented students, staff, and peers, and supporting a diversity of perspectives in the classroom, lab, campus, or community.
• Future plans for continuing to advance inclusive excellence, diversity, or equity in your research, teaching, and service.

Getting started

• What are your values regarding diversity, inclusion, and equity in your professional life? Why do you think diversity is valuable in higher education settings? How about in your discipline specifically?
• What kinds of student, staff, or faculty diversity are you thinking of as you answer this question, and are there other ways in which diversity manifests in campus communities that might be valuable to consider?
• What elements of your own identity inform your teaching, research, or scholarship in a tangible way?

It is worth noting that diversity statements are fundamentally about your values, commitments, and capabilities, and not necessarily your identity and the ways it shapes your work. If you choose to disclose your identity in a diversity statement, you should be aware of some issues.

Should You Self-Disclose Elements of Your Personal Identity?

Note that some people wish to share elements of their personal background in their actual statement, and many do not. Reflecting on your own frame of reference can be useful regardless. Some degree of transparency may help readers contextualize the experiences and approaches you detail in your statement. For example, you may wish to share that you grew up in a bilingual household or that you attended graduate school as an international student, if either has influenced your approach to mentorship or teaching. A 2014 study investigated the content of 191 cover letters for faculty positions in which applicants were specifically asked to address diversity and inclusion; less than a quarter of applicants self-disclosed some aspect of their personal identity (Schmaling, Trevino, Lind, Blume, & Baker, 2014). Despite the low percentage of applicants who chose to self-disclose and despite the authors’ note that they could not determine which applications advanced as a function of the applicants’ choice to self-disclose, they write that “self-disclosing one’s diversity may reconceptualize membership in a previously stigmatized group as an advantage, particularly if the self-identification reinforces a coherent academic and professional identity (Schmaling et al., 2014, p. 10)..”

However, be advised that there is risk in disclosing details that may carry stigma or induce subtle biases on the part of readers. For example, some research confirms that biases toward African Americans and women influence evaluation of written application materials (Dovidio & Gaertner, 2000; Moss-Racusin, Dovidio, Brescoll, Graham, & Handelsman, 2012), specifically when the application is not exceptionally weak or exceptionally strong (Dovidio & Gaertner, 2000). The potential benefit of self-disclosing one’s mental health history or sexual orientation, for example, should be carefully weighed against the risk. To be sure, an excellent statement can be written without sharing elements of personal identity, and some universities that request statements are beginning to highlight this. The University of San Diego’s published guidelines to writing a diversity statement, for example, emphasize their desire to identify candidates who share the institution’s commitment to inclusive excellence, “regardless of personal demographic characteristics.”

The following prompts are meant to help you identify areas of strength to highlight in your diversity statement. For each of the following areas, think about your past experience and what you plan to do in the future. You don’t need to answer every question, as all may not apply.

Research and Scholarship

• Does your research/scholarship directly address issues of diversity, inclusion, or equity? If so, how?
• Does your research/scholarship address issues specific to marginalized groups? If so, describe the connection.
• Has your research/scholarship been shared with the community or public in a way that promotes access to scholarship?
• Has your scholarship involved collaboration with diverse groups of colleagues or commentators?

Mentorship and Advising

• Have you worked with any students in a mentorship or advisory capacity who are from marginalized groups? If so, how did you help them identify and overcome barriers to success? Think about your experience with research mentorship, teaching or tutoring, academic advising, and community mentorship.
• If you plan to train undergraduates and/or graduate students in your future role, what efforts will you make to recruit and retain students from marginalized and underrepresented groups?
• How do you plan to serve a student body that is diverse in a multitude of ways? Think not just race, ethnicity, and SES, but about age, religion, academic preparedness, disability, gender expression, or other differences.
• How does your approach to course design take into account considerations of diversity? You may wish to reflect on using a range of assessments, preventing bias in grading, diversifying course content, using inclusive language in the syllabus and classroom, or utilizing student feedback to improve classroom culture or tone. Try to generate at least one specific example of how your decision affects student’s learning in your course. (Note: One prominent example of inclusive syllabus language is diversity statements within syllabi; see examples from Brown University , Yale Center for Teaching and Learning , and The Eberly Center at Carnegie Mellon University )
• What do you do as a teacher that creates a welcoming and inclusive atmosphere? How do you ensure that students in your class feel a sense of belonging?
• How does your approach to facilitating discussion (and/or structuring active learning activities) take into account considerations of positionality, power, and/or diversity? You may wish to reflect on using semi-structured discussion techniques, online access points for student participation, classroom seating arrangements, or other ways in which you create opportunities for student engagement. Try to generate at least one specific example of how your pedagogical choice facilitates student engagement in a particular course.
• Does your discipline lend itself to dialogue about diversity? If so, how do you incorporate this dialogue into your courses? Describe the impact of doing so on student learning and engagement.
• How do you ensure that your course readings and sources reflect diverse perspectives? Have you had any experience diversifying/decolonizing content for your courses, and if so, what has been the impact on student learning?
• Have you participated in any service activities (e.g. university committees, symposiums, workshops, volunteer work in the community) whose goals relate to diversity, inclusion, and equity? If so, describe your experience. What did you accomplish? What did you learn? What skills did you build in the process?
• If you have engaged in diversity-related service, how will you incorporate your experience into the job for which you are applying? (Note: here is where – having done your research on the school to which you are applying – you might consider referencing an existing diversity-related initiative to which you could contribute or which you could expand)

After you have developed a statement that reflects your strengths and experiences related to diversity, inclusion, and equity, you may wish to tailor it for individual job applications. Be sure to do your homework about diversity-related programs and resources at the schools to which you are applying, and consider including how you plan to contribute to or expand existing programs at that institution. For example, if you have been particularly active in social justice initiatives and are applying to a school with no existing programs addressing race, power and privilege in higher education, it may be appropriate to propose a program modelled on something you’ve already done. However, you do not need to propose a new diversity-related program to write an effective diversity statement. Perhaps you envision your contribution as serving on faculty committees related to diversifying curriculum in your department or advising LGBT-student groups or research initiatives. Be honest about where you are and how you can contribute.

• Golash-Boza, T. (2016). “ The Effective Diversity Statement .” Inside Higher Ed.
• University of California: Contributions to Diversity
• Dovidio, J. F., & Gaertner, S. L. (2000). Aversive racism and selection decisions: 1989 and 1999.   Psychological Science, 11 (4), 315-319. http://dx.doi.org/10.1111/1467-9280.00262
• Schmaling, K. B., Trevino, A. Y., Lind, J. R., Blume, A. W., & Baker, D. L. (2015). Diversity statements: How faculty applicants address diversity.   Journal of Diversity in Higher Education, 8 (4), 213-224. http://dx.doi.org/10.1037/a0038549
• Moss-Racusin, C., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students.   PNAS Proceedings of the National Academy of Sciences of the United States of America, 109 (41), 16474-16479. http://dx.doi.org/10.1073/pnas.1211286109

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, inclusive education: what it means, proven strategies, and a case study.

Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

What is inclusive education? What does it mean?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012).

Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose — for instance, for speech or occupational therapy. But the goal is this should be the exception.

The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. It’s also critically important that the adults are supported, too. This includes the regular education teacher and the special education teacher , as well as all other staff and faculty who are key stakeholders — and that also includes parents.

The research basis for inclusive education

Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. Take a look.

Benefits for students

Simply put, both students with and without disabilities learn more . Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).

For students with disabilities ( SWD ), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardized tests — better communication skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.

Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well.

Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together.

Parent’s feelings and attitudes

Parents, of course, have a big part to play. A comprehensive review of the literature (de Boer, Pijl, & Minnaert, 2010) found that on average, parents are somewhat uncertain if inclusion is a good option for their SWD . On the upside, the more experience with inclusive education they had, the more positive parents of SWD were about it. Additionally, parents of regular ed students held a decidedly positive attitude toward inclusive education.

Now that we’ve seen the research highlights on outcomes, let’s take a look at strategies to put inclusive education in practice.

Inclusive classroom strategies

There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD .

However, similar to parents, teachers with more experience — and, in the case of teachers, more training with inclusive education — were significantly more positive about it. Evidence supports that to be effective, teachers need an understanding of best practices in teaching and of adapted instruction for SWD ; but positive attitudes toward inclusion are also among the most important for creating an inclusive classroom that works (Savage & Erten, 2015).

Of course, a modest blog article like this is only going to give the highlights of what have been found to be effective inclusive strategies. For there to be true long-term success necessitates formal training. To give you an idea though, here are strategies recommended by several research studies and applied experience (Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

Use a variety of instructional formats

Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations.

Ensure access to academic curricular content

All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time. For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.

Apply universal design for learning

These are methods that are varied and that support many learners’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.

Now let’s put it all together by looking at how a regular education teacher addresses the challenge and succeeds in using inclusive education in her classroom.

A case study of inclusive practices in schools and classes

Mrs. Brown has been teaching for several years now and is both excited and a little nervous about her school’s decision to implement inclusive education. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.E., lunch, and sometimes for selected academics.

She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She knows she needs guidance in designing and implementing her inclusive classroom, but she’s ready for the challenge and looking forward to seeing the many benefits she’s been reading and hearing about for the children, their families, their peers, herself, and the school as a whole.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez — and other teachers and staff who work with her students — to coordinate the instructional plan that is based on the IEPs (Individual Educational Plan) of the three students with disabilities who will be in her class the upcoming year.

About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. One student really summed it up when he told her, “You and I are going to have a great year!”

The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Brown’s school. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.

She talks to the administration and other teachers and, with their okay, sends out a joint communication after about two months into the school year with some questions provided by the book Creating Inclusive Classrooms (Salend, 2001 referenced in Salend & Garrick-Duhaney, 2001) such as, “How has being in an inclusion classroom affected your child academically, socially, and behaviorally? Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?” and “How has your child’s placement in an inclusion classroom affected you? Please describe any benefits or any negative consequences for you.” and “What additional information would you like to have about inclusion and your child’s class?” She plans to look for trends and prepare a communication that she will share with parents. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. Her mid-year and end-of-year results are very positive. The SWDs are meeting their IEP goals. Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.

Mrs. Brown knows she has more to learn and do, but her confidence and satisfaction are high. She is especially delighted that she has been selected to be a part of her district’s team to train other regular education teachers about inclusive education and classrooms.

The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. All around it’s a win-win!

Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. She was a K-12 public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology. Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.

You may also like to read

• Inclusive Education for Special Needs Students
• Teaching Strategies in Early Childhood Education and Pre-K
• Mainstreaming Special Education in the Classroom
• Five Reasons to Study Early Childhood Education
• Effective Teaching Strategies for Special Education
• 6 Strategies for Teaching Special Education Classes

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Curriculum and Instruction ,  High School (Grades: 9-12) ,  Middle School (Grades: 6-8) ,  Pros and Cons ,  Teacher-Parent Relationships ,  The Inclusive Classroom

• Online Education Specialist Degree for Teache...
• Online Associate's Degree Programs in Educati...
• Master's in Math and Science Education

• AI Content Shield
• AI KW Research
• AI Assistant
• SEO Optimizer
• AI KW Clustering
• Customer reviews
• The NLO Revolution
• Press Center
• Help Center
• Content Resources
• Facebook Group

Writing an Effective Diversity & Inclusion Personal Statement

Table of Contents

Diversity and inclusion in higher institutions have become more important as the world becomes more connected and diverse. They are paramount values for any university to embrace and promote. As an undergraduate or graduate program applicant, a  diversity and inclusion personal statement  is a powerful tool. Such a statement can demonstrate your commitment to these values and your desire to contribute to a more diverse and inclusive community.

Diversity and inclusion create a more welcoming and inclusive environment for all students, regardless of their background or identity. This article explores the importance of diversity in and provide tips for writing a strong personal statement on this topic.

What Is a Personal Statement?

A diversity and inclusion personal statement is a statement that is required as part of a university application. It is an opportunity for applicants to discuss their personal experiences and perspectives on diversity and inclusion. And how these issues have influenced their lives and goals. 

Your personal statement should demonstrate your understanding of the subject and how you have engaged with these issues in the past. It can also focus on your own cultural or personal background, interactions with diverse groups and communities. And how it shaped your perspective on diversity and inclusion. 

How Long Should a Diversity Statement Be?

The length of a diversity personal statement for a university varies depending on the program’s specific requirements and the school. However, generally, a university program’s personal statement should be around 500-700 words. 

Some universities or programs may have a specific word or page count that you need to adhere to. Always read the guidelines provided by the university and follow them closely.

How to Write a Diversity and Inclusion Personal Statement?

A diversity personal statement allows you to share your personal experiences and perspectives on the subject . Your statement must be clear and exciting enough to move the reader to action.

Here are some tips for writing a solid and effective diversity and inclusion personal statement:

1. Start by Reflecting on Your Experiences With Diversity and Inclusion.

Think about personal experiences shaping your views on diversity and inclusion. This could be experiences with discrimination or inequality, as well as experiences that have helped you appreciate the value of diversity.

2. Review the Values and Goals of the University You Are Applying To.

Think about how your experiences and perspectives align with their values and goals. And how you might contribute to their efforts to promote diversity and inclusion.

3. Reflect on Your Strengths and Skills.

When promoting diversity and inclusion, what specific skills or strengths do you bring to the table? How have you used these skills previously, and how could you use them to make a positive impact in the future?

4. Use Examples to Illustrate Your Points.

Do not make general statements about your commitment to diversity and inclusion. Instead, provide specific examples of how you have demonstrated this commitment in the past. This will help make your statement more catchy, engaging, and convincing.

5. Finally, Edit and Revise Your Statement Carefully.

Take the time to proofread and review your personal statement to ensure it is well-written and error-free. 

What and What Not to Include in Your Diversity Personal Statement

Here are some key details to consider including in your diversity and inclusion personal statement:

• Your personal experiences . Share personal experiences that have shaped your views on diversity and inclusion. They may be experiences with discrimination or inequality, as well as experiences that have helped you appreciate the value of diversity.
• Your skills and strengths . Write any specific skills or strengths you bring to promote diversity and inclusion. These could include things like leadership, communication, or problem-solving skills.
• Illustrations of your commitment . Provide examples of how you have demonstrated your commitment to diversity and inclusion in the past. These could include involvement in organizations or initiatives focused on diversity and inclusion or specific actions you have taken.
• How your experiences and goals align with the university . You can also explain how your experiences and goals align with the values and goals of the university you are applying to. And how you might contribute to their efforts to promote diversity and inclusion.

Here Are Some Key Details to Avoid in a University Diversity Personal Statement:

• General statements . Avoid making general statements about your commitment to diversity and inclusion without providing specific examples or details.
• Negative or foul language . While it’s important to address issues of discrimination and inequality, it’s best to avoid using harmful or offensive language. 
• Unnecessary personal information . Avoid including unnecessary personal information that does not directly relate to your commitment to diversity and inclusion.
• Overly broad statements . Be specific and direct in your statement. 

Examples of Diversity and Inclusion Personal Statement

Diversity and inclusion have been central tenets of my life since I first started engaging with the world around me. In all aspects of my work, education, relationships, and advocacy, I have strived to create a more equitable and inclusive environment for everyone.

I am an experienced advocate for marginalized populations and those whose voices are not often heard. For example, during college, I worked as part of a campus organization that fostered diversity among students from varying backgrounds. We organized programs designed to help bridge cultural divides and connect individuals who might otherwise be isolated from each other. Through this experience, I clearly understood how important it is to amplify minority perspectives and empower people to speak up for themselves.

It is also essential to create a sense of belonging for members of traditionally underrepresented groups. This has always been at the forefront of my mind when teaching or mentoring. I strive to ensure all voices feel respected and validated. 

Additionally, my research into community-based initiatives that promote equal access to educational resources has shown me the impactful results of such efforts.

I’m passionate about creating more significant opportunities and expanding access to existing ones. As someone who has seen the difference this can make in people’s lives, it has become a goal to continue advocating for inclusion. Whether that means leading workshops on empowerment strategies or working with organizations to implement practical solutions – I look forward to continuing down this path.

I have been deeply invested in diversity and inclusion for years, a passion fueled by my experiences as a member of various marginalized communities. Growing up as an immigrant in an American school system, I often felt like an outsider. This created a sense of empathy for those who are discriminated against or excluded. This experience has given me great insight into how vital it is to create diverse and inclusive environments in our universities.

I am proud to say that over the past few years, I have actively worked towards making education more accessible and equitable. This is through my involvement with numerous outreach programs. I have been engaging in student mentorship initiatives and advocating for affirmative action policies. This is in my strive to increase opportunities for underrepresented populations to attend higher-education institutions.

Furthermore, I firmly believe that an effective way to ensure equity within our universities is to prioritize multicultural dialogue across all departments. We can combat marginalization and foster meaningful conversations about inclusion by ensuring a safe space where different voices can be heard. 

Diversity and inclusion efforts must go beyond simply implementing new policies; they must become part of the fabric of each institution’s culture. As someone well-versed in academics and activism, I understand the importance of leveraging research to inform practice. My expertise lies in data collection, analysis, and policymaking. This allows me to provide solutions that respond to the nuances of institutional cultures. Through evidence-based approaches, and targeted interventions, I am committed to creating sustainable change around issues of diversity and inclusion.

I have spent the past several years dedicating myself to the cause of promoting and furthering diversity and inclusion initiatives in the university setting. My experience working closely with students, and administration alike has given me a nuanced understanding of how best to achieve meaningful progress. In particular, I have been particularly successful at developing resources and events that help foster an inclusive environment on campus. For example, I recently developed a student organization dedicated to bridging cultural divides through dialogues and activities.

I believe that lasting change must go beyond mere rhetoric–it must be backed up by tangible action. Therefore, my approach to achieving greater inclusion involves more than just increasing awareness. I strive to create visible and invisible structures supporting diverse individuals’ growth. This means providing additional institutional resources, encouraging open dialogue among members of different backgrounds, and creating innovative solutions to challenging issues.

In addition, I firmly believe that it is essential to be mindful of how language can unintentionally contribute to exclusionary practices. As such, I employ a culturally-sensitive communication style when speaking or writing about subjects related to diversity and inclusion. 

Above all else, I recognize that having conversations around these topics isn’t enough. It’s important to remain actively engaged with them so that real progress can be made over time.

Wrapping Up

Diversity and inclusion are crucial aspects of the university experience. They help to create a welcoming and supportive environment for all students. In a university environment, you come in contact with diverse individuals you need to engage with.

Your statement is the chance to showcase how your experiences and perspective will help you embrace everyone. This is without minding who they are and where they are from.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

Explore All Write Personal Statement Articles

How to draft meaningful length of law school personal statement.

Are you confused on how to write a law school personal statement? One of the essential elements of your application…

• Write Personal Statement

Effective History and International Relations Personal Statement to Try

Are you considering studying history and international relations? Or you may be curious about what a degree in this field…

Guide to Quality Global Management Personal Statement

Are you applying for a global management program and want to stand out from the crowd? A well-written personal statement…

How to Draft Better Examples of Personal Statements for Residency

Achieving a residency can be a massive accomplishment for any aspiring medical professional. To secure your spot in one of…

Tips for Drafting a Free Example of Personal History Statement

A personal history statement can be crucial to many applications, from university admissions to job search processes. This blog will…

Writing Compelling Dietetic Internship Personal Statement

Applying for a dietetic internship is a rigorous process and requires submitting a personal statement, which is an essential part…

• Utility Menu

GA4 Tracking Code

fa51e2b1dc8cca8f7467da564e77b5ea

• Make a Gift
• Join Our Email List
• Diversity Statements

Though an increasing number of faculty search committees now ask candidates to submit diversity statements, guidance about how to compose an effective statement—indeed, even about what they are and why they can be valuable to institutions and candidates’ own professional development—remains scarce. You may think that diversity statements require you to locate diversity within your own social identities. You can, of course, note how your identities and life experiences motivate your commitment to diversity. However, beyond your motivation, universities and colleges want to know what you have accomplished in your career to this point and how you will contribute to their goal of making their institutions more inclusive and equitable. The most compelling diversity statements offer your definitions of equity, diversity, inclusion, and belonging (EDIB) and demonstrate how your research, teaching, and service actualize your EDIB goals.

Schedule a consultation on your diversity statement (Harvard FAS affiliates only) Download our "Composing Your Diversity Statement" worksheet

What is a Diversity Statement?

A diversity statement is a polished, narrative statement, typically 1–2 pages in length, that describes one's accomplishments, goals, and process to advance excellence in diversity, inclusion, equity, and belonging as a teacher and a researcher in higher education.

The Building Blocks of a Diversity Statement

The following categories are core components of diversity statements. Effective diversity statements will address each of the following areas and answer some, if not all, of the associated questions.

• Defining your values
• Demonstrating your competency
• Evidencing EDIB in your research, teaching, and service
• Proposing future action

Equity, diversity, inclusion, and belonging (EDIB) are defined in multiple ways across and within institutions. The mission for this component of your statement is to define how you understand these terms and identify your EDIB priorities.

• How do you define equity, diversity, inclusion, and belonging (EDIB)?
• What animates your approach to EDIB work in higher education?
• How do the principles of EDIB relate to your values, approaches, and goals as a scholar and teacher?

> Download a copy of our "Composing Your Diversity Statement" worksheet

EDIB practices, in part, emerge from scholarship that researches the following: (1) the benefits and significance of diversity in higher education; (2) the obstacles and oppression that people who hold marginalized social identities face in higher education; (3) the processes for creating research and learning environments that benefit everyone. The mission for this component of your statement is to highlight your awareness of these conversations and show where your EDIB practices engage with them.

• How do you regularly account for and address your privilege, bias, and EDIB learning edges?
• Can you demonstrate knowledge of key EDIB terms (e.g., equality vs. equity; anti-Blackness; race vs. ethnicity; non-binary; DACA; neurodivergent and neurotypical)
• Do you know how the following operate in the academy: implicit bias, different forms of privilege, (settler-)colonialism, systemic and interpersonal racism, homophobia, heteropatriarchy, and ableism? Can you identify how those factors currently and historically impact marginalized populations in your discipline?

EDIB refers to values, goals, processes, assessments, and outcomes. The mission for this component of your diversity statement is to provide examples of your processes and assessments for attaining your EDIB goals in your research, teaching, and service.

• How does your research promote or advance equity and inclusion?
• How does your research engage with and advance the well-being of socially marginalized communities?
• How does your research acknowledge or interrogate power and privilege?

• What strategies do you use to respond to the needs of students who are diverse in terms of race, ethnicity, gender, socioeconomic status, age, nationality, sexual identity, ability, and religion?
• How do you facilitate challenging conversations on race, ethnicity, gender, socioeconomic status, age, nationality, sexual identity, ability, and religion? What are the benefits and outcomes of your approach?
• What EDIB theories and approaches do you draw from when teaching (e.g., critical inclusive pedagogy, anti-racist pedagogy, decolonial pedagogy, feminist pedagogy, universal design for learning, active learning)?
• How do you account for the power dynamics in the classroom, including your own positionality and authority?
• How do you design course assessments with EDIB in mind?
• How have you solicited feedback about your EDIB pedagogy from students? What did you learn? How did you incorporate their feedback, and what were the outcomes?

• How have you engaged in or led EDIB campus initiatives or programming? What did you accomplish? What did you learn? What skills or knowledge did you build in the process?
• Have you engaged in or led other EDIB service beyond your institution? What did you accomplish? What did you learn? What skills or knowledge did you build in the process?
• How has your past participation in EDIB service or activities prepared you to successfully take on your next position?
• How do you measure the success of your EDIB work?

Your diversity statement should not only showcase the EDIB work you have already accomplished but show how you integrate feedback and assess institutional needs to plan your future EDIB goals.

• How do you plan to continue advancing inclusive excellence, diversity, or equity in your research, teaching, and service?
• How do you solicit and respond to EDIB feedback from a range of academic communities?
• How do your future EDIB goals align with your target institution's EDIB mission and needs?

Some Final Tips and Advice

Some don’ts

Don’t (over)rely on self-disclosure. While you may choose to disclose the social identities you hold while narrating what motivates your commitment to EDIB work, your diversity statement should focus on the work you have done and will do to create diverse, inclusive, and equitable spaces of higher education. A diversity statement is about your commitment to furthering EDIB within the context of institutions of higher education, not about cataloguing everything virtuous you’ve ever done to prove that you’re an ally to a marginalized group. Also, never feel compelled to emotionally bleed for a search committee. Keep in mind that some diversity statement prompts may let you know what they prefer in terms of self-disclosure. For example, the University of Wisconsin-Madison’s published guidelines to writing a diversity statement emphasize their desire for candidates who share the institution’s commitment to inclusive excellence, “regardless of personal demographic characteristics.”

Beware of false equivalencies. A personally challenging circumstance or series of events is not equivalent to holding a marginalized social identity throughout your lifetime. Similarly, the experiences of having one socially marginalized identity are not the same as the experiences of having a different marginalized social identity.

Don’t use “diversity” to refer to a BIPOC individual or a homogenous BIPOC community. Diversity does not mean a BIPOC individual or a homogenous BIPOC community. Diversity refers to the condition when individuals or communities from different backgrounds, cultures, frames of reference, social identities, or perspectives come together in a social context. It does not refer to a person (including yourself) or a homogenous community who experiences marginalization.

Don’t tailor every statement. Your diversity statement should demonstrate how you have and would effectively plan to promote diversity, equity, inclusion, and belonging across contexts, with clear EDIB objectives, expected outcomes, and forms of assessment. Your cover letter is the place for you to tailor your EDIB discussion, possibly referencing institutional contexts and departmental missions while describing specific initiatives you could plan and mentioning potential collaborations with centers and committees.

Learn more about the EDIB challenges and goals of institutions. Before you draft your diversity statement, take time to research a range of websites from the institutional offices of diversity, equity, and inclusion at the universities, colleges, and departments to which you may apply. Note any recurring EDIB challenges and goals, and consider how your experiences and skills might address their needs and further their initiatives.

Show your process. Avoid only stating your belief in EDIB principles without showing methods for attaining your EDIB goals. Additionally, you can also demonstrate how your process reflects your EDIB principles. For example, if decolonizing your pedagogy is your EDIB goal, your process to achieve this may be to revise the readings on your syllabus to include voices outside of the traditional canon. To make the process align with your decolonial approach, you might solicit feedback from students on the readings and curriculum rather than unilaterally selecting the required readings yourself.

State your outcomes and lessons learned. The strongest diversity statements show what you accomplished with your initiatives and how you learned from feedback. Be mindful to state any skills or knowledge you acquired.

Connect your EDIB practices with evidence. Evidencing the effectiveness of your EDIB practices can come from your own assessments and can also be bolstered by the research of scholars who have qualitatively or quantitatively assessed the EDIB practices you utilize.

For more information...

Why I'm a Convert to Diversity Statements (Inside Higher Ed)

The Effective Diversity Statement (Inside Higher Ed)

Demystifying the Diversity Statement (Inside Higher Ed)

Framework for Diversity Research & Scholarship (National Center for Institutional Diversity, University of Michigan)

Sara P. Bombaci and Liba Pejchar, "Advancing Equity in Faculty Hiring with Diversity Statements"

Becoming an Anti-Racist, Equity-Minded Educator (Amherst College Center for Teaching and Learning)

Guidelines for Writing Your Diversity Statement (University of Wisconsin-Madison)

• Designing Your Course
• In the Classroom
• Getting Feedback
• Equitable & Inclusive Teaching
• Advising and Mentoring
• Teaching Portfolios
• Teaching Statements
• Teaching as an Aspect of Promotion and Tenure
• Teaching Awards
• Teaching Remotely
• Tools and Platforms
• The Science of Learning
• Bok Publications
• Other Resources Around Campus

Meet the Team

Customer Success

Conferences

Inclusive Education: What It Is and How to Implement It

Inclusive education means all students, no matter who they are, get equal access to quality learning. It is about encouraging and supporting diversity through a friendly and welcoming learning environment where everyone can learn together.

While this educational approach celebrates what makes each student different, it also emphasizes collaboration and teamwork. It aims to break down barriers and create a more inclusive society where every student has a fair chance to thrive.

Why Inclusive Education Is Important

Inclusivity in education is crucial because it reflects our shared values of diversity and community. It starts in schools, where all students have the opportunity to learn alongside their peers. They learn, grow, and form bonds together regardless of their backgrounds or abilities.

It is about fairness ― ensuring every student has a chance to thrive. It promotes understanding and empathy among students, which contributes to more inclusive societies worldwide.

Beyond academics, inclusive teaching and learning prepare students to be active and compassionate members of their communities. To make it work, schools provide extra support for those in need, and collaboration among teachers, parents, and staff is crucial. Ultimately, the approach is not just about removing barriers; according to UNICEF , it is also about creating a more equitable and kinder society for all.

Principles and Beliefs

The following 10 principles are at the core of inclusive teaching and learning:

• Equality and non-discrimination : Ensuring all students have equal access to quality education regardless of their abilities, background, or differences.
• Full participation : Encouraging the full participation of every student in all aspects of school life ― academic, social, and extracurricular activities.
• Diversity as an asset : Recognizing that differences enhance the learning experience and foster understanding among students.
• Individualized support : Providing individualized support and accommodations to meet the diverse needs of students.
• Collaboration : Promoting collaboration among educators, parents, and support staff to create a cohesive and supportive learning environment.
• Accessible environment : Ensuring physical, instructional, and social environments are accessible to all students, including those with disabilities.
• Respect for differences : Fostering respect for differences and promoting a culture of tolerance and acceptance within the school community.
• High expectations : Believing every student can achieve their full potential with the right support and opportunities.
• Continuous improvement : Consistently evaluating and adapting strategies to better meet the needs of students.
• Social inclusion : Prioritizing social inclusion and helping students to develop positive relationships, a sense of belonging, and a supportive peer network.

The Inclusive Education Action Group captured these principles around the following fundamental beliefs:

• All students have the right to learn together, fostering relationships, skills, and everyday knowledge.
• No person, regardless of disability, ethnicity, culture or any other factor, should be excluded from full participation in education alongside his or her peers.
• Education plays a crucial role in preparing individuals to be active citizens in a democratic society.
• To achieve inclusive education, the education system must undergo changes including allocating resources, developing understanding, embracing values, and demonstrating a commitment to educating all children in settings free from discrimination.
• Inclusion is a process that involves eliminating barriers to ensure that all children can participate fully and learn without hindrance.

Types of Inclusive Education

Schools looking to implement inclusive teaching and learning must recognize that different students have unique needs, so choosing the right type of inclusive education is important. Here are the common options:

Full Inclusion

In this model, all students, including those with disabilities, learn together in the same classroom. The idea is that everyone belongs there. However, it is essential to keep an eye on how well the model is working and make adjustments as needed. Schools should consider implementing a partial inclusion plan if the full inclusion model is overwhelming.

Partial Inclusion

In this teaching model, students who require additional support still spend most of their time in the regular classroom but also get extra help outside the classroom from educational experts, including special education teachers.

This flexibility allows students to learn where it is best for them, especially when providing additional support (such as speech-based lessons).

Mainstreaming

With this method, students with disabilities start in a separate classroom and can transition into the regular classroom when they are making good progress and feel ready. It is a gentler transition, allowing students to gradually become part of the fully inclusive classroom one step at a time.

Keep in mind that one approach is not necessarily better than the other. Instead, they all aim to make sure every student gets the support he or she needs while learning alongside his or her peers. Schools should focus on finding the right fit for each student’s unique requirements.

Benefits of Inclusive Education

Inclusive education isn’t just a buzzword in learning environments; it is a transformative approach that brings together students of all backgrounds and abilities. It celebrates diversity ― fostering empathy among students and encouraging them to value and respect differences.

However, the benefits are not limited to social interactions; instead, it ensures fairness and equal opportunities for every student as well as boosts self-esteem and academic performance especially for those who may need extra support. It also serves as a platform for honing communication skills as students interact with peers from various backgrounds.

Teachers who lead in an inclusive environment are like educational champions; they employ a range of teaching methods to cater to different student learning styles. Whether a student is a visual learner, an auditory learner, or prefers hands-on activities, inclusive education ensures there’s a suitable approach.

Additionally, inclusive education is a potent weapon against discrimination and bullying . It highlights the belief that education isn’t a one-size-fits-all approach but about finding the right fit for each student.

How to Implement Inclusive Education in the Classroom

Creating an inclusive classroom is a collaborative effort that involves teachers, parents, and students. Together, they build a learning environment where everyone feels at home.

Here are some key steps to implement inclusive education in the classroom:

• Flexible teaching : Teachers adapt their teaching methods to suit different learning needs, making sure every student can grasp the material.
• Respect and understanding : The entire school community should promote an environment where students understand and appreciate each other’s differences.
• Individualized support : Schools should provide extra help or accommodations for students who need them, tailoring the approach to each student’s unique needs.
• Encourage participation : Teachers should create opportunities for all students to actively engage in classroom activities and discussions.
• Open communication : Keep communication lines open between teachers, parents, and students to address concerns and make necessary adjustments.
• Anti-bullying measures : Schools should implement strategies to prevent bullying and promote respect among students.
• Regular evaluation : Periodically assess the effectiveness of inclusive practices and make improvements as needed.

Boosting student confidence begins by giving everyone equal learning chances and celebrating diversity no matter our differences. An inclusive environment empowers students to thrive both inside and outside school and provides everyone with an equal opportunity to learn.

Moreover, schools should help teachers and professionals with the necessary training and resources for inclusive education. Additionally, using efficient master schedule software like Cardonex makes classroom organization a breeze and encourages inclusivity.

If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers a large suite of tools that may be able to help. For example, three of our most popular and effective tools are:

• Cardonex, our master schedule software , helps schools save time on building master schedules. Many schools used to spend weeks using whiteboards to organize the right students, teachers, and classrooms into the right order so that students could graduate on time and get their preferred classes. However, Cardonex is used to expedite a more efficient and inclusive master schedule delivering 90% of students' first-choice classes within a couple of days.
• Testhound, our test accommodation software , helps schools coordinate thousands of students across all state and local K-12 school assessments while taking into account dozens of accommodations (reading disabilities, physical disabilities, translations, etc.) for students.
• Pathways, our college and career readiness software , helps administrators and counselors create, track, and analyze graduation pathways to ensure secondary students are on track to graduate.
• Evaluation, our teacher evaluation software , which documents every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting, and performance analytics.

Staff Evaluation Software

Document every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting and performance analytics. Get Started →

More Great Content

We know you'll love

Essential Accommodations in Education To Empower Student Success

What Is Equity in Education? Strategies for Schools and Teachers in 2024

College Career Military Readiness (CCMR): Empowering Students for Future Success

Modification vs. Accommodation in Education: Fostering Equity and Inclusivity

Stay in the know.

Subscribe to our newsletter today!

Q&A: How inclusion in education has evolved

What is the Salamanca Statement on Inclusion in Education?

The  Salamanca Statement on Inclusion in Education was adopted at the joint UNESCO and Ministry of Education of Spain World Conference on Special Needs Education held in Salamanca, Spain, in 1994. The Statement and its accompanying framework for action represent a worldwide consensus on future directions for the education of children with special needs. It is considered as having provided the impetus for inclusive education worldwide. 

The Salamanca Statement emphasized the principle of inclusive education, which advocates for the education of all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, in schools. It called on governments to adopt inclusive policies and stressed the importance of adapting teaching methods, curricula and environments to accommodate the needs of all students. It highlighted the need for adequate training and support for teachers to enable them to address the diverse needs of students effectively and emphasized the importance of collaboration among governments, non-governmental organizations, communities and families to promote inclusive education.

What has happened since the adoption of this Statement?

Since the Salamanca Statement, efforts for inclusive education have continued. The Sustainable Development Goals adopted in 2015 and specifically Goal 4 recognizes the urgent need to provide equitable and inclusive quality education for all learners from the early years through compulsory schooling, technical and vocational education and training, higher education and lifelong learning. It calls on governments to step up efforts to achieve inclusion in education with special emphasis on the role of civil society and the involvement of marginalized groups. It was further highlighted at the United Nations  Transforming Education Summit (TES) in 2022, which recalled the baseline of the Sustainable Development Goal – leave no one behind.

Many countries have enacted laws and policies to promote inclusive education. Of the 133 national commitments to transform education made by countries at the TES, 87% recognized the importance of ensuring more inclusive education systems that cater for the needs of the most vulnerable learners and communities. 

Despite progress since the Salamanca Statement, deep disparities remain. Millions of children and youth are still denied their right to education . Over 7 million refugee children are not enrolled in school. Poverty, geographical location, gender, language, disability, ethnicity, migration or displacement status continue to dictate and limit education opportunities. 

There has been a gradual shift in attitudes towards inclusion in education. More stakeholders, including educators, policymakers, parents and communities are recognizing the value of inclusive education in promoting diversity, equity and social cohesion.  Data shows that when children have at least one sensory difficulty, they are less likely to complete primary school than children who have no sensory difficulties. 

What are the positive trends to ensure inclusion in education?

There is growing emphasis on providing teachers with training and professional development opportunities to effectively support inclusive practices in the classroom. Educators are learning strategies for differentiating instruction, fostering inclusive classroom environments and collaborating with special education professionals and support staff. However, around 40% of countries still do not provide teacher training on inclusion . 

The development and integration of assistive technologies have expanded opportunities for students with disabilities to access educational materials and participate in learning activities alongside their peers. Yet,  laws in 25% of countries make provisions for educating children with disabilities in separate settings, rising to over 40% in Asia and in Latin America and the Caribbean .

There is increasing recognition of the intersectionality of identities and experiences among students. Inclusive education efforts are evolving to address the unique needs and challenges faced by students who belong to multiple marginalized groups, such as students with disabilities who are also from minority ethnic or linguistic backgrounds.  In at least 20 countries, hardly any poor, rural young woman complete upper secondary school.

Overall, the evolution of inclusion in education since the Salamanca Statement and the adoption of the Sustainable Development Goals in 2015 reflect a growing commitment to creating equitable, diverse and inclusive learning environments where every learner matters, and matters equally. Barriers to inclusion include poor attitudes, inaccessible and unsafe learning environments, rigid curriculum, ineffective teacher training, lack of knowledge of the language of instruction, socio-economic barriers to education, and lack of political will and funding. 

How is UNESCO supporting inclusion in education?

UNESCO plays a significant role in promoting inclusive education around the world through various initiatives, programmes and advocacy efforts. UNESCO supports governments to adopt inclusive education frameworks, provides technical assistance and builds capacity among governments, education stakeholders and institutions to develop inclusive education systems. The Global Education Monitoring Report’s  SCOPE and VIEW databases track indicators related to access, participation, quality and equity in education, including the inclusion of marginalized and vulnerable populations.  

More work remains to be done. UNESCO calls on governments and partners to support inclusive education by:

• Targeting financial support to disadvantaged groups and eliminate direct and indirect schools fees in basic education; 
• providing programmes and avenues for re-entry into the education system, equivalency programmes, programmes for continuous learning and lifelong learning, both in formal and non-formal education systems; 
• forging a holistic approach to education from early childhood onwards to incorporate the concerns of marginalized and excluded groups in all levels of education and in all areas of education;
• developing capacities for policy-making and system management to support strategies towards inclusive quality education; and 
• undertaking research on inclusive policies and quality learning enhancement to build good practice based on the evidence of what works.

More information

• UNESCO inclusion in education  
• Celebrating inclusion in education: 30th Anniversary of Salamanca Statement
• Celebrating inclusion in education: Global Inclusive Schools' Forum  
• SDG4 mid-term progress review: progress since 2015 has been far too slow  
• 2020 GEM Report on inclusion in education : All means All
• Regional Report on inclusion in education: 2020 Latin America and the Caribbean report
• Regional Report on inclusion in education: 2021 Central and Eastern Europe, Caucasus and Central Asia
• PEER country profiles on inclusion in education
• Right from the start: build inclusive societies through inclusive early childhood education
• How committed? Unlocking financing for equity in education
• Inclusive teaching: preparing all teachers to teach all students
• Access the  SCOPE website  
• Explore the  VIEW website  

Related items

• Inclusive education
• Topics: Display

More on this subject

Other recent news

• Ask a question Ask
• go advanced Search
• Please enter a title
• Please enter a message
• Your discussion will live here... (Start typing, we will pick a forum for you) Please select a forum Change forum View more forums... View less forums... GCSEs A-levels Applications, Clearing and UCAS University Life Student Finance England Part-time and temporary employment Chat Everyday issues Friends, family and work Relationships Health News Student Surveys and Research
• post anonymously
• All study help
• Uni applications
• University and HE colleges
• University help and courses
• University student life

Postgraduate

• Careers and jobs
• Teacher training
• Finance and accountancy
• Relationships
• Sexual health
• Give feedback or report a problem
• University and university courses
• Universities and HE colleges
• Life and style
• Entertainment
• Debate and current affairs
• Careers and Jobs
• Scottish qualifications
• Foreign languages
• GCSE articles
• A-level articles
• Exam and revision articles
• What to do after GCSEs
• What to do after A-levels
• When is A-level results day 2024?
• When is GCSE results day 2024?
• Studying, revision and exam support
• Grow your Grades

Exam results articles and chat

• Exam results homepage
• A guide to GCSE and A-level grade boundaries
• Year 13 chat
• Year 12 chat
• Year 11 chat

A-level results

• Guide to A-level results day
• Get help preparing for results day
• A-level retakes and resits
• Exam reviews and remarks
• Here’s what to expect on A-level results day
• Six ways to help results day nerves
• Understanding your A-level results slip

GCSE results

• Guide to GCSE results day
• How GCSE combined science grades work
• Stressed about GCSE results day?
• Understanding your GCSE results slip

Finding a uni in Clearing

• Clearing articles and chat
• UK university contact details
• Guide to Clearing
• Seven things people get wrong about Clearing
• How to make a great Clearing call
• Finding accommodation after Clearing
• How Clearing can help you prepare for results day
• All universities
• Applying through Ucas
• Student finance
• Personal statement
• Postgraduate study
• Uni accommodation
• University life
• All uni courses
• Apprenticeships
• Arts and humanities courses
• Stem courses
• Social science courses

Universities by region

• North of England
• South of England
• Greater London
• Distance learning
• International study

University guides and articles

• All university articles
• Applying to uni articles
• Personal statements

Personal statement examples

• University open days
• Studying law at university
• Student life at university
• Careers and jobs discussion
• Apprenticeships discussion
• Part-time and temp jobs
• Career forums by sector
• Armed forces careers
• Consultancy careers
• Finance careers
• Legal careers
• Marketing careers
• Medicine and healthcare careers
• Public sector careers
• Stem careers
• Teaching careers
• General chat
• Relationships chat
• Friends, family and colleagues
• Advice on everyday issues
• General health
• Mental health
• UK and world politics
• Educational debate

Undergraduate

• Postgraduate Master’s Loan
• Postgraduate Doctoral Loan
• Disabled Students’ Allowances
• Taking a break or withdrawing from your course

Further information

• Parents and partners
• Advanced Learner Loan

Education and teaching personal statements

On this page you'll find a collection of real personal statements written by students applying to study teaching and related courses at university.

These personal statements are written by real students - don't expect them all to be perfect! But by reading through a few of these samples, you'll be able to get some ideas and inspiration for your own personal statement. 

Education and teaching personal statement examples

More help with your personal statement.

You can find personal statement examples for other courses by using this subject list, or by returning to our personal statements by subject page.

Other useful links

• Applying to university

The Student Room and The Uni Guide are both part of The Student Room Group.

• Main topics
• GCSE and A-level
• Exam results
• Life and relationships

Get Started

• Today's posts
• Unanswered posts
• Community guidelines
• TSR help centre
• Cookies & online safety
• Terms & conditions
• Privacy notice

Connect with TSR

© Copyright The Student Room 2023 all rights reserved

The Student Room and The Uni Guide are trading names of The Student Room Group Ltd.

Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: Imperial House, 2nd Floor, 40-42 Queens Road, Brighton, East Sussex, BN1 3XB

• Undergraduate Program
• Graduate Programs
• Graduate Students
• Research Areas
• Faculty by Type
• Research and Academic Professionals
• Administrative Staff
• Advisory Council
• CBE Industry Council
• Cornell Energy Systems Institute (CESI)
• Olin Hall Machine Shop
• Unit Operations Lab
• Olin Hall News
• Alumni Spotlights
• Robert F. Smith '85
• Class Photos
• Job Openings
• Distinguished Lectures
• Diversity and Inclusion Program
• Graduate Alumni Reunion
• Robert Frederick Smith Gift: Impact and Initiatives

Personal Inclusion Statements

Below is a collection of personal inclusion statements from the Smith School community including voices of graduate students, faculty, staff, and research professionals. 

"I often like to refer to a quote by Charles Darwin whenever I get asked about this: '...endless forms most beautiful and most wonderful have been and are being evolved.'

He was, of course, referring to the inherent value of diversity in the natural world. For me, I think this applies to us as a society. Diversity opens us up as a community with a myriad of unique perspectives an input. It creates a resilient, creative environment for excellence to flourish in its many forms. As such, inclusion and equity are imperative to sustain this, especially when it comes to education and the STEM fields. By cultivating our multifaceted selves as a species not only are we bringing out the best in each of us, but are giving ourselves the opportunity to tackle to the best of our abilities the challenges that may come our way tomorrow. This is my vision and this is what I aspire to contribute to every day in and outside of the lab."

"I think diversity is what gives human beings the unique ability to learn from the experience of others, providing a space full of different insights that can only be creative."

"We believe that the highest level of scholarship can only flourish in the absence of any bias or discrimination. We treasure the diversity of our Department because it is the natural result of a welcoming home to the most talented individuals in our society, regardless of race, nationality, gender identity, religion, socioeconomic background, etc. We aspire to nurture an environment where the utmost levels of respect, empathy and support are provided to all individuals of our community, to thus help them fully realize their unique potential for the benefit of  society at large."

"I believe that equal access to education for all people is a basic human right, but it is also necessary to cultivate the creativity and excellence required to pursue the most ground-breaking research that will benefit our society. I am committed to the promotion of inclusive and empowering environments in all aspects of education and STEM research."

"In the Smith School, we recognize that engineers are people who serve people by solving problems. We strive to create an environment for learning and research in which diverse cohorts of engineers can thrive and can gain skills to navigate both the technical and the human dimensions of our world’s engineering challenges."

"Inclusion, to me, is the active pursuit of a universal sense of belonging.

It is grabbing a flashlight and searching for areas of darkness to lighten. Areas in the shadows where intellectualism and personality wallow and hide from sight. Inclusion is spreading the antidote to those shadows through establishing a sense of safety.  Safety of all kinds.

Safety of one’s body at the hands of others; Safety of one’s emotional well-being at the mouths of others; Safety of one’s ideas at the minds of others.

This endeavor is equally self-serving and selfless; a balance of both leading by example to fight for what you intimately know is in need of defending/promoting, while listening and learning as others seek to do the same.

Inclusion means establishing fundamental expectations of openness and respect, and identifying where we fail to achieve that baseline for every individual. Expectations of ourselves, and of others. Expectations that peers treat each other with a sense of seriousness. Expectations that those who have a role in our fate see the same boundaries, or lack thereof, on every person’s opportunity.

In my field, where lab spaces are inherently dangerous, an inclusive atmosphere is important in assuring that each individual’s safety is a concern of the rest of the community and worth protecting. As we rely heavily on the guidance of our mentors and advisors, an inclusive community ensures members who seek to join that opportunities for success will in no way be diminished by prejudice or bias. All are welcome, all are safe, all are valued."

Inclusive and Exclusive Education for Diverse Learning Needs

• Reference work entry
• First Online: 01 January 2020
• Cite this reference work entry

• Satine Winter 6  

Part of the book series: Encyclopedia of the UN Sustainable Development Goals ((ENUNSDG))

1252 Accesses

2 Citations

1 Altmetric

Diverse learning ; Diversity ; Elite ; Exceptionality ; Exclusion ; Exclusive ; Inclusion ; Inclusive ; Integration ; Least restrictive environment ; Segregated ; Selective ; Special needs

Definitions

Inclusive education refers to the education of all students, regardless of ability, in mainstream classrooms and involves the use of appropriate supports, adjustments, and resource delivery to ensure the successful inclusion of students at a whole-school level, which is supported by inclusive education policy and/or legislation. A key aspect of inclusive education is the philosophical approach underpinning the inclusion of all students in the education environment based on inclusive attitudes, beliefs, and values of all stakeholders and founded on principles of social justice and human rights.

Exclusive education refers to the education of students by selective merit or exclusion and may or may not involve discrimination by educational authorities, representatives, or other stakeholders....

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Ainscow M, Sandill A (2010) Developing inclusive education systems: the role of organisational cultures and leadership. Int J Incl Educ 14(4):401–416. https://doi.org/10.1080/13603110802504903

Article   Google Scholar  

Alchin G (2014) Is reasonable adjustment a deficit ideology? Spec Educ Perspect 23(1):3–6. http://aase.edu.au/wp-content/uploads/documents/SEP-Contents-Vol-23-No-13.pdf . Accessed 13 Mar 2019

Google Scholar  

Al-Shabatat A (2014) Gifted teachers’ stages of concerns for integrating e-learning in the gifted schools in Jordan. Turk Online J Educ Technol 13(2):80–87. https://files.eric.ed.gov/fulltext/EJ1022908.pdf . Accessed 30 Mar 2019

Armstrong A, Armstrong D, Spandagou I (2010) Inclusive education: international policy and practice. SAGE, London

Ashman A (2019) Education for inclusion and diversity, 6th edn. Pearson Australia, Melbourne

Booth T, Ainscow M (2002) Index for inclusion: developing learning and participation in schools. Centre for Studies on Inclusive Education, Bristol

Brownell MT, Smith SJ, Crockett JB, Griffin CC (2012) Inclusive instruction: evidence-based practices for teaching students with disabilities. The Guilford Press, New York

Chitiyo J, Brinda W (2018) Teacher preparedness in the use of teaching in inclusive classrooms. Support Learn 33(1):38–51. https://doi.org/10.1111/1467-9604.12190

Christian LG (2006) Understanding families: applying family systems theory to early childhood practice. Young Child 61(1):12–20

D’Alessio S, Watkins A (2009) International comparison of inclusive policy and practice: are we talking about the same thing? Res Comp Int Educ 4(3):233–249. https://journals.sagepub.com/doi/pdf/10.2304/rcie.2009.4.3.233 . Accessed 15 July 2018

Degener T (2016) Disability in a human rights context. Laws 5(3):35–59. https://doi.org/10.3390/laws5030035

Edyburn D (2010) Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learn Disabil Q 33:33–41

Farrell P (2000) The impact of research on developments in inclusive education. Int J Incl Educ 4(2):153–162. https://doi.org/10.1080/136031100284867

Fitzgerald P (2016) Differentiation for all literacy levels in mainstream classrooms. Lit Learn Middle Years 24(2):17–25. https://search.informit.com.au/documentSummary;dn=041587236073899;res=IELHSS . Accessed 2 Feb 2019

Florian L (2008) Special or inclusive education: future trends. Br J Spec Educ 35(4):202–208. https://doi.org/10.1111/j.1467-8578.2008.00402.x

Francis GL, Fuchs E, Johnson AD, Gordon S, Grant A (2016) Developing parent-professional partnerships in a postsecondary education program for students with disability. Psychol Sch 53(10):1045–1056. https://doi.org/10.1002/pits.21974

Francis GL, Blue-Banning M, Haines SJ, Turnbull AP, Gorss J (2018) Building “our school”: parental perspectives for building trusting family-professional partnerships. Prev Sch Fail 60(4):329–336. https://doi.org/10.1080/1045988X.2016.1164115

Giangreco M (2013) Teacher assistant supports in inclusive schools: research, practices and alternatives. Australas J Spec Educ 37(2):93–106. https://doi.org/10.1017/jse.2013.1

Gilliam WS, Reyes CR (2018) Teacher decision factors that lead to preschool expulsion. Infants Young Child 31(2):93–108. https://doi.org/10.1097/IYC.0000000000000113

Greenwood J, Kelly C (2017) Implementing cycles of assess, plan, do, review: a literature review of practitioner perspectives. Br J Spec Educ 44(4):394–410. https://doi.org/10.1111/1467-8578.12184

Hardy I, Woodcock S (2015) Inclusive education policies: discourses of differences, diversity and deficit. Int J Incl Educ 19(2):141–164. https://doi.org/10.1080/13603116/2014.908965

Ho C (2017) Angry Anglos and aspirational Asians: everyday multiculturalism in the selective school system in Sydney. Discourse. https://doi.org/10.1080/01596306.2017.1396961

Horner R, Sugai G, Anderson C (2010) Examining the evidence base for school-wide positive behaviour support. Focus Except Child 42(8):1–14

Hyde M (2015) Creating inclusive schools. In: Hyde M, Carpenter L, Conway R (eds) Diversity, inclusion and engagement, 2nd edn. Oxford University Press, South Melbourne, pp 353–364

Ingólfsdóttir JG, Egilson ST, Traustadóttir R (2018) Family-centred services for young children with intellectual disabilities and their families: theory, policy and practice. J Intellect Disabil 22(4):361–377. https://doi.org/10.1177/1744629517714644

Jahnukainen M (2011) Different strategies, different outcomes? The history and trends of the inclusive and special education in Alberta (Canada) and in Finland. Scand J Educ Res 55(5):489–502. https://doi.org/10.1080/00313831.2010537689

Keen D (2007) Parents, families, and partnerships: issues and considerations. Int J Disabil Dev Educ 54(3): 339–349. https://doi.org/10.1080/10349120701488855

Kieran L, Anderson C (2018) Connecting universal design for learning with culturally responsive teaching. Educ Urban Soc 1–15. https://doi.org/10.1177/0013124518785012

Kuhn M, Marvin CA, Knoche L (2016) In it for the long haul: parent-teacher partnerships for addressing preschool childrens challenging behaviors. Top Early Child Spec Educ 37(2):81–93. https://doi.org/10.1177/0271121416659053

Kyriazopoulou M, Weber H (eds) (2009) Development of a set of indicators – for inclusive education in Europe. European Agency for Development in Special Needs Education, Odense

Lilley R (2013) It’s an absolute nightmare: maternal experiences of enrolling children diagnosed with autism in primary school in Sydney, Australia. Disabil Soc 28(4):514–526. https://doi.org/10.1080/09687599.2012.717882

Loreman T, Forlin C, Chambers D, Sharma U, Deppeler J (2014) Conceptualising and measuring inclusive education. Int Perspect Incl Educ 3:3–17. https://doi.org/10.1108/s1479-363620140000003015

Mackenzie M, Cologon K, Fenech M (2016) ‘Embracing everybody’: approaching the inclusive early childhood education of a child labelled with autism from a social relational understanding of disability. Australas J Early Childhood 41(2):4–12. https://doi.org/10.1177/183693911604100202

Matavire M, Mpofu V, Maveneka A (2013) Streaming practices and implications in the education system: a survey of Mazowe district, Zimbabwe. J Soc Sci Policy Implic 1(1):60–70. http://ir.buse.ac.zw/xmlui/bitstream/handle/11196/613/streaming%20practice.pdf?sequence=1&isAllowed=y . Accessed 30 Mar 2019

Meo G (2008) Curriculum planning for all learners: applying universal design for learning (UDL) to a high school reading comprehension program. Prev Sch Fail 52(2):21–30. https://doi.org/10.3200/PSFL.52.2.21-30

Meyer A, Rose DH, Gordon D (2016) Universal design for learning: theory and practice. Cast Professional Publishing, Wakefield

Miles S, Singal N (2010) The Education for All and inclusive education debate: conflict, contradiction or opportunity? Int J Incl Educ 14(1):1–15. https://doi.org/10.1080/13603110802265125

Mukherjee M (2017) Global design and local histories: culturally embedded meaning-making for inclusive education. Int Educ J Comp Perspect 16(3):32–48. https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/12169/11454 . Accessed 15 Nov 2018

Nelson L (2017) Out of the institution, into the classroom: legal challenges to the use of restraint and seclusion in school settings in the United States. Int J Law Psychiatry 53:97–101. https://doi.org/10.1016/j.ijlp.2017.05.013

Peter SJ (2007) Education for All?: A historical analysis of international inclusive education policy and individuals with disabilities. J Disabil Policy Stud 18(2):98–108

Pope C (2002) Plato makes the team: the arrival of secondary school sport academies. Waikato J Educ 8:89–100. https://doi.org/10.15663/wje.v8il.448

Razer M, Friedman VJ (2017) From exclusion to excellence: building restorative relationships to create inclusive schools. UNESCO International Bureau of Education/Sense Publishers

Richardson T, Jindal-Snape D, Hannah E (2017) Impact of legislation on post-school transition practice for young people with additional support needs in Scotland. Br J Spec Educ 44(3):239–256. https://doi.org/10.1111/1467-8578.12178

Sands DJ, Kozleski EB, French NK (2000) Inclusive education for the 21st century. Wadsworth Thomson Learning, Belmont

Selvaraj JA (2015) Inclusive education in New Zealand: rhetoric and reality. Hist Educ Rev 45(1):54–68. https://doi.org/10.1108/HER-04-2014-0029

Shyman E (2015) Toward a globally sensitive definition of inclusive education based in social justice. Int J Disabil Dev Educ 62(4):351–362. https://doi.org/10.1080/1034912X.2015.1025715

Skipper Y, Douglas KM (2016) The impact of a selective entry examination on children’s feelings as they approach the transition to secondary school. Br Educ Res J 42(6):945–961. https://doi.org/10.1002/berj.3242

Slee R (2011) The irregular school: exclusion, schooling and inclusive education. Routledge, London

Book   Google Scholar  

Slee R (2018) Defining the scope of inclusive education. Paper commissioned for the 2020 Global Education Monitoring Report, inclusion and education. http://repositorio.minedu.gob.pe/bitstream/handle/MINEDU/5977/Defining%20the%20scope%20of%20inclusive%20education.pdf?sequence=1&isAllowed=y . Accessed 15 Sept 2018

Smith DD, Tyler NC (2011) Effective inclusive education: equipping education professionals with necessary skills and knowledge. Prospects 41:323–339. https://doi.org/10.1007/s11125-011-9207-5

Stanford B, Reeves S (2009) Making it happen: using differentiated instruction, retrofit framework, and universal design for learning. Teach Except Child Plus. https://files.eric.ed.gov/fulltext/EJ967757.pdf . Accessed 12 Feb 2019

Stiefel L, Shiferaw M, Schwartz AE, Gottfried M (2017) Who feels included in school? Examining feelings of inclusion among students with disabilities. Educ Res 47(2):105–120. https://doi.org/10.3102/0013189X17738761

Tomlinson C (2014) The differentiated classroom: responding to the needs of all learners, 2nd edn. ASCD, Alexandria

U.S. Department of Education Office for Civil Rights (2014) Civil rights data collection. Data snapshot: early childhood education. Author, Washington, DC. https://www2.ed.gov/about/offices/list/ocr/docs/crdc-early-learning-snapshot.pdf . Accessed 25 Mar 2019

United Nations (2006) Convention on the Rights of Persons with Disabilities. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html . Accessed 17 Nov 2018

United Nations Educational Scientific and Cultural Organization (UNESCO) (1994) The Salamanca Statement and Framework for Action on Special Needs Education. http://www.unesco.org/education/pdf/SALAMA_E.PDF . Accessed 17 Nov 2018

United Nations Educational Scientific and Cultural Organization (UNESCO) (2000) Education for All: meeting our collective commitments. Notes on the Dakar Framework for Action. Retrieved from http://unesdoc.unesco.org/images/0012/001202/120240e.pdf . Accessed 17 Nov 2018

United Nations Educational Scientific and Cultural Organization (UNESCO) (2017) A guide for ensuring inclusion and equity in education. Retrieved from http://unesdoc.unesco.org/images/0024/002482/248254e.pdf . Accessed 17 Nov 2018

VanderDussen Toukan E (2017) Expressions of liberal justice? Examining the aims of the UN’s sustainable development goals for education. Interchange 48(3): 293–309. https://eric.ed.gov/?redir=http%3a%2f%2fdx.doi.org%2f10.1007%2fs10780-017-9304-3 . Accessed 18 Nov 2018

Woodcock S, Woolfson L (2019) Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. Int J Educ Res 93:232–242. https://doi.org/10.1016/j.ijer.2018.11.004

United Nations Human Rights Office of the High Commissioner (2016) General comment No. 4. Article 24: Inclusive education. Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRPD/C/GC/4&Lang=en . Accessed 10 Aug 2019

Download references

Author information

Authors and affiliations.

College of Arts, Society and Education, James Cook University, Cairns, QLD, Australia

Satine Winter

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Satine Winter .

Editor information

Editors and affiliations.

European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho

Center for Neuroscience and Cell Biology, Institute for Interdisciplinary Research, University of Coimbra, Coimbra, Portugal

Anabela Marisa Azul

Faculty of Engineering and Architecture, Passo Fundo University, Passo Fundo, Brazil

Luciana Brandli

Istinye University, Istanbul, Turkey

Pinar Gökçin Özuyar

University of Chester, Chester, UK

Section Editor information

Journal of Advanced Cognitive Engineers, Society of Cognitive Engineers, MELBOURNE, USA

Olivia A. M. Freeman

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Cite this entry.

Winter, S. (2020). Inclusive and Exclusive Education for Diverse Learning Needs. In: Leal Filho, W., Azul, A.M., Brandli, L., Özuyar, P.G., Wall, T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-95870-5_24

Download citation

DOI : https://doi.org/10.1007/978-3-319-95870-5_24

Published : 04 April 2020

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-95869-9

Online ISBN : 978-3-319-95870-5

eBook Packages : Earth and Environmental Science Reference Module Physical and Materials Science Reference Module Earth and Environmental Sciences

Share this entry

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Search type

University Wide

Faculty / School Portals

• Equity, Diversity, Inclusion, Decolonization, Indigenization, Accessibility, and Anti-Racism

A Guide for Inclusive Teaching

Prepared by Dr. Tracy-Ann Johnson-Myers, Equity, Diversity and Inclusion Coordinator - Aug 13, 2024

This is an accessible and plain text version of the   Faculty of Education's Guide for Inclusive Teaching Document  (PDF 5506 KB).

Table of Contents

• Purpose of the Guide

Target Users

• Queen's Commitment to Equity, Diversity, and Inclusion in the Classroom
• Definition of Key Concepts
• Recommendation 1: Diversify Your Course Content
• Recommendation 2: "Warm Up" Your Syllabus

Recommendation 3: Infuse Diversity and Inclusion into Your Classroom

Recommendation 4: design all course elements for accessibility, recommendation 5: be aware of your own biases.

“Teaching inclusively means embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion — as an asset. It means designing and teaching courses in ways that foster talent in all students, but especially those who come from groups traditionally underrepresented in higher education.” (Sathy & Hogan, 2019).

Why this Guide?

This guide is part of the Faculty of Education’s ongoing initiatives to bolster equity, diversity and inclusion in classrooms and academic settings.

In higher education: fostering equity, diversity, and inclusion in teaching requires a dedication to establishing a learning environment that is non-discriminatory, accessible, and inviting to every student, irrespective of their background, identity, or circumstances. This commitment involves implementing practices and strategies that foster equal opportunities, incorporate diverse perspectives, and ensure the academic flourishing of each student.

While EDIAA in the classroom is essential for all students, its significance is particularly pronounced for individuals belonging to social groups that have historically and systemically faced underrepresentation, marginalization, or oppression. Many students face barriers to learning due to restricted access to educational resources and opportunities. Furthermore, their unique life experiences are often susceptible to stereotypes or oversight within academic settings, presenting challenges in cultivating a sense of belonging for these individuals.

This guide is appropriate for faculty and instructors familiar with inclusive teaching, and those beginning their journey to create an inclusive learning environment. The information and recommendations for inclusive teaching outlined in this guide range from quick and easy fixes to deep commitments. They are flexible and instructors can implement them holistically or individually, depending on what works best for their disciplines and students.

Queen’s Commitment to Equity, Diversity and Inclusion in the Classroom

Queen's University is “committed to providing an educational experience that will build upon the principles of fairness and inclusiveness” – as the hallmark of its Educational Equity Policy . Queen's Learning Outcomes Framework confirms that anti-racism, diversity, and inclusion are intrinsic and vital parts of the vision and mission of the institution. Every member of the campus community at Queen's is anticipated to play a role in advancing educational equity. However, distinct administrative entities and individual leaders within the University bear unique responsibilities and are held accountable for specific facets of educational equity. At Queen’s, inclusion in the classroom is promoted through service offices and departments such as:

• Queen's Student Accessibility Services (QSAS) works with students with disabilities to develop comprehensive accommodation plans that help ensure full access to education. 
• Start-UP Transition Support Service for students with disabilities provides first-year students who are registered with QSAS the opportunity to receive individualized support on any aspect of their transition to university. 
• The Centre for Teaching and Learning (CTL) supports Queen’s faculty and staff in creating inclusive classroom environments. 
• The Academic Considerations for Students in Extenuating Circumstances Policy ensures academic considerations are provided to students who experience challenging personal circumstances, including, but not limited to, bereavement, serious injury, or family crisis. 

The Faculty of Education “strive[s] to create gathering places where there is room for all to learn, grow, and contribute by building inclusive communities centred on innovative teaching, learning, and research.” Our undergraduate and graduate programs are designed and implemented with accessibility, equity, diversity, inclusion, Indigeneity and decolonization in theory and pedagogy in clear, visible, and integrated ways. 

Definitions of Key Concepts

Accessibility:  Accessibility is the "ability to access" the functionality of a system or entity and gain related benefits. In other words, it is the degree to which a product, service, or environment is accessible by as many people as possible. Accessible design ensures direct (unassisted) access and indirect access through assistive technology (e.g., computer screen readers). Universal design ensures everyone can access, understand, and use an environment to the greatest extent possible. From Harvard University. Glossary of Diversity, Inclusion and Belonging (DIB) terms.

Decolonization:  Decolonization is a process that consists of challenging and dismantling colonial ideas, values, and practices embedded in society to bring to light that Indigenous ways of knowing, being, and doing are of equal value and sophistication to Western ways. Decolonization aims to shift the way Indigenous people view themselves and the way non-Indigenous people view Indigenous people. From Guide on Equity, Diversity and Inclusion terminology. Decolonization .

Diversity:  Diversity is meant to convey the existence of difference. It is about recognizing, respecting, and welcoming everyone’s backgrounds, identities, and experiences. Promoting diversity celebrates people’s differences and uniqueness. 

Equity:  Equity involves the creation of opportunities for historically, persistently, or systemically marginalized populations to have equal access to education and growth opportunities for closing achievement gaps. Individuals should be treated fairly and given the same opportunities. Equity differs from equality in a subtle but important way. While equality assumes that all people should be treated the same, equity considers a person’s unique circumstances, adjusting treatment accordingly so that the final result is equal.

Equity-Seeking Groups:  Equity-seeking groups refer to groups which have historically faced (and still face) barriers to full participation in society and include (but are not limited to) Indigenous peoples, Racialized groups, people with disabilities, women, and individuals who are part of the 2S/LGBTQ+ community.

Inclusion:  Inclusion is an active, intentional, and continuous process to address inequities in power and privilege while building a respectful community that ensures welcoming spaces and opportunities to flourish for all. Everyone is encouraged to retain their uniqueness; they aren’t singled out for being different and have a sense of belonging and being valued.

Indigeneity:  Indigeneity “refers to the re-doing or reaffirming of education to include Indigenous ways of knowing, thinking, feeling, and being.”It involves “the creation of programs, spaces and opportunities that are indigenous in the core of their being. It must be led by Indigenous people and communities” From the Office of Indigenous Initiatives and Dr. Lindsay Morcom, Associate Dean in the Faculty of Education 

Microaggression:  Microaggressions: everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or harmful messages to target persons based solely upon their marginalized group membership. From Sue DW, Capodilupo CM, Torino GC, Bucceri JM, Holder AM, Nadal KL, Esquilin M. Racial microaggressions in everyday life: implications for clinical practice. Am Psychol. 2007 May-Jun;62(4):271-86. doi: 10.1037/0003-066X.62.4.271. PMID: 17516773. 

Unconscious Bias:  Unconscious bias can stem from stereotypes that we make about certain groups of people based on factors like race, ethnicity, social status, and religion, among others, formed outside our conscious awareness. There are two types of biases: conscious biases and unconscious or implicit biases. We can spot conscious biases easily, but spotting unconscious biases isn’t easy.

Create an Inclusive Learning Climate  

How do we create an inclusive classroom? Utilizing the framework for inclusive teaching from Columbia University , this guide offers a set of recommendations for achieving inclusivity and belongingness in courses and classrooms in the Faculty of Education.

Recommendation 1: Diversity Your Course Content 

Diversify your curriculum to include a variety of voices, cultures, and perspectives. Use inclusive teaching materials and resources that reflect the diversity of your classroom and society. Research suggests students, especially those from underserved or equity-deserving groups, benefit from seeing their identities represented in course content and materials.

The media and literature that are available to the public often only tell one story, which causes people to generalize and make assumptions about groups of people. By including diverse authors and images on a syllabus, students connect to the material and class discussions. Some will see their success represented and others will see that success can be shared among many people.

In diversifying your curriculum, consider the course materials, textbooks, articles, guest speakers and other resources you will be using, and ask yourself:

• Do I use examples and text throughout the course that represent my students? 
• Are there activities that might be more inclusive of diverse students (identity and style)?
• Did I include diverse names in examples and on exams? 
• Is there diversity in the authors of materials? 
• Are there voices or perspectives that are missing? 
• If there are missing perspectives, why is that and how can I address it? 
• Why do I select the content I do? Is there other content I can include that would incorporate more diversity? 
• Does my syllabus recognize the contributions of equity-seeking people in the field/discipline? 
• How is my course's approach to inclusion, disability, or the Indigenous land that the university sits on reflected in my syllabus? 

Consider the scenarios, activities, and examples you are using to demonstrate concepts: 

• Do these scenarios show people in “stereotypical” ways? E.g., Are leaders mostly men? Are couples always heterosexual? Are nurses always women? Do these examples reinforce stereotypes about certain groups, such as religions or cultures? 
• Are people from underrepresented and equity-deserving groups included, especially in positions of power or prestige?

Importantly, incorporate diverse authors and perspectives: 

• Include literature, articles, and texts written by authors from different backgrounds, cultures, and regions.
• Choose materials that provide diverse viewpoints on historical events, scientific discoveries, and social issues.
• Make the diversity of your examples visible to students. Incorporate pictures or authors or creators of materials on your syllabus, course schedule or lectures.

Recommendation 2: "Warm Up" Your Syllabus 

An inclusive classroom begins with an inclusive syllabus. The syllabus is the initial interaction between instructors and students, acting as the first introduction to you and your course. How information is conveyed is frequently interpreted as a mirror reflecting your values, teaching approach, and personality as an educator. A “warm” syllabus fosters belonging and ensures students’ success (Harnish, R. J., & Bridges, K. R. (2011); Nusbaum et al., 2021). Your syllabus serves as the initial chance to convey an impression of your course to students. Beyond outlining course policies and objectives, a thoughtfully crafted syllabus can showcase your teaching approach, values, and dedication to supporting each student in your class.

As students with diverse backgrounds and varying support needs enter your class, it's crucial to convey from the beginning that you are committed to their success. By focusing your syllabus on equity and inclusivity, you contribute to the overall success of students in your courses. A syllabus that prioritizes inclusivity employs language, policies, principles, and even the structure itself to ensure equal access and opportunities for all students. Please consult your course outline on what else to include in your syllabus.

The following suggestions aim to assist you in creating a more inclusive syllabus for your students.

Warm Welcome Tone

Research shows that a syllabus written in a warm and friendly style can positively impact student engagement, promote inclusivity, and contribute to improved learning outcomes (Harnisch and Bridges 2011). Writing your syllabus with a warm and inviting tone plays a pivotal role in influencing the initial impressions students form about you and your course. According to Slattery and Carlson (2005), “[w]arm syllabi explain expectations in a clear and friendly fashion, encourage and motivate students, and anticipate positive student outcomes, rather than merely attempting to prevent problems” (p. 159).

A 2021 study from Oregon University found that course syllabi written in a warm, friendly tone are more likely to encourage students to reach out when they are struggling or need help. In the article Effects of syllabus tone , the authors describe how a syllabus written in a friendly – rather than unfriendly – tone can evoke perceptions of the instructor being more warm, approachable, and motivated to teach the course. This approach is preferred over deficit language, which focuses on what students lack or cannot do rather than emphasize their strengths and potential. Deficit or punitive language creates a negative and disempowering tone, potentially impacting students' confidence and motivation.

Below are some examples of deficit/punitive language and alternatives:

• Deficit Language: Students who fail to submit assignments on time will face severe consequences.
• Alternative: Timely submission of assignments is crucial for your success in this course. I encourage you to manage your time effectively, and I am here to support you with any challenges you may face.

Here are other examples of ways to use a warm, welcoming tone to foster positive motivation and promote inclusivity.

Use Personal Pronouns 

A simple but powerful shift is to use personal pronouns (e.g., I, you, us, we…) instead of the traditional “the students,” “the course,” or “they.”

Other EDI elements to consider include the following:

• How do I handle cultural or religious observances ? Do I encourage my students to honour them? Do I penalize students for non-attendance on these days?
• What happens if an assignment or test falls on a major faith date? Do I develop alternative assessments for affected students?
• How do I deal with differences of opinion?
• Do I encourage students to cultivate their own perspectives by reading, discussing or contemplating?
• Do I create a safe space for students in my classroom?
• Do I have explicit guidelines for participating in classroom discussions? We need to be explicit about engaging in a respectful academic discussion.
• How do I address mental health concerns?
• How do I frame my office hours?

Inclusive Language

Communicate to students that you appreciate and respect the diversity of their backgrounds and identities. Encourage them to share their perspectives in class, whether through a dedicated diversity statement or integrated throughout the syllabus in various ways.

Below are some strategies you can utilize in your classroom and course syllabus:

Include a statement on equity and diversity

An equity/diversity statement is a great way to indicate your commitment to maintaining an equitable and accessible learning environment. Things to consider when writing a diversity statement:

• Acknowledge diversity issues within your discipline and consider how they may affect students of different backgrounds and how you can challenge these issues
• Consider how you will ensure everyone's voice is heard in your classroom.
• Consider how you will handle sensitive discussions around diversity topics in the class.
• How will you demonstrate your commitment to diversity in your course?
• Commit to creating a safe(r) space in the classroom (see Queen’s University code of conduct ).

You could incorporate one or more of the following Queen’s policies into your course syllabus or write your own:

• “Queen's University recognizes that the values of equity and diversity are vital to and in harmony with its educational mission and standards of excellence. It acknowledges that direct, indirect and systemic discrimination exists within our institutional structures, policies and practices and in our community. These take many forms and work to differentially advantage and disadvantage persons across social identities such as race, ethnicity, disability, gender identity, sexual orientation, faith and socioeconomic status, among other examples.”
• “Queen's is committed to counteracting discrimination in this institution and developing a climate of educational equity that recognizes and respects the equal dignity and worth of all who seek to participate in the life, work and mission of the University. Such a climate is created and maintained by developing a university-wide commitment to and understanding of educational equity, supported by policies, programs, curricula, practices and traditions that facilitate individuals - and equity-seeking groups- free, safe, and full participation.”
• “Equity in an educational institution is achieved when all members of our society have fair and equal opportunity to participate in and enjoy the benefits of an education, including the opportunity to experience success and human dignity while developing the skills, knowledge and attitudes necessary to contribute as leaders and citizens in society. Diversity and Equity Policy at Queen’s.”

Recognize traditional territories with a Land Acknowledgement Statement 

You are encouraged to create and include an Acknowledgement of Territory that recognizes your relationship with the land and First Peoples and their active commitment to decolonization and reconciliation. This acknowledgement can be embedded in your course outline or read at the beginning of the first class of a term.

You can also consult the Canadian Association of University Teachers (CAUT) Guide to Acknowledging First Peoples & Traditional Territory or include one of the following Queen’s University Land Acknowledgement statements:

• “To begin, let us acknowledge that Queen’s is situated on traditional Anishinaabe (Ah- nish-in-ah-bay) and Haudenosaunee (Ho-den-o-show-nee) territory. We are grateful to be able to live, learn and play on these lands.”
• “I am grateful to live as an uninvited guest upon the traditional territories of the Haudenosaunee Confederacy and the Anishinabek Nation."
• “To acknowledge this traditional territory is to recognize its longer history, one predating the establishment of the earliest European colonies. It is also to acknowledge this territory’s significance for the Indigenous Peoples who lived, and continue to live, upon it and whose practices and spiritualities were tied to the land and continue to develop in relationship to the territory and its other inhabitants today."
• "It is my understanding that this territory is included in the Dish With One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and the Confederacy of the Ojibwe and Allied Nations to peaceably share and care for the resources around the Great Lakes. The Kingston Indigenous community continues to reflect the area’s Anishinaabek and Haudenosaunee roots. There is also a significant Métis community, as well as First Peoples from other Nations across Turtle Island, present here today."

Include an Accessibility Statement 

Include an accessibility statement that recognizes learner variability and expresses flexibility for students with or without a disability. Please see below an Accessibility Statement that you can use in your course syllabus.

Queen’s is committed to an inclusive campus community with accessible goods, services, and facilities that respect the dignity and independence of persons with disabilities. (Your document/event/service, etc.) is available in an accessible format or with appropriate communication support upon request.

You could also support this with a statement of your own. Here are some examples:

• This classroom is committed to fostering an inclusive and respectful learning environment. We value diversity and welcome the perspectives and experiences of all students. Please be considerate of one another and engage in discussions with respect and an open mind.
• If you require accommodations due to a disability, please visit Queen's Student Accessibility Services (QSAS) or contact them via email at [email protected] to ensure you receive the necessary support. We are committed to making this course accessible to all students.

Instructors are also encouraged to add the University’s Disability Accommodation Statement to their course syllabi. The statement is as follows:

"Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit Accessibility Services (QSAS) at the Student Wellness website. "

You could also include a Statement on Mental Health and Well-being, such as the one below:

"Your well-being is important. If you are experiencing challenges that affect your ability to succeed in this course, please reach out to Mental Health Services . We are here to help you access the resources you need."

Include Information on Religious Accommodations

Scheduling tests and mandatory activities while considering religious days and observances can enhance the inclusivity of the classroom environment. In creating your syllabus, include a section on religious accommodation to acknowledge and address the diverse religious beliefs of students. This can outline the process for requesting accommodations and express your commitment to fostering an inclusive learning environment that respects religious diversity. Information on Religious Accommodation and religious observances can be found in the Faculty of Education’s Teacher Candidate Handbook and the Queen’s University Student Affairs website. Indigenous ceremonies also fall under these accommodations, though they may not appear in the University’s multi-faith calendar as their scheduling is determined by respective communities.

Provide Queen’s University Campus and Community Resources

Your syllabus can reference Queen’s University Campus and Community Resources that support students. Other Community Resources that can be included are:

• Human Rights and Equity Office 
• Four Directions Indigenous Student Centre 
• Centre for Teaching and Learning 
• Student Academic Success Services 
• Student Experience Office 
• Queen's University International Centre  
• Student Health Services 
• Counselling Services  
• Sexual Violence Prevention and Response Services  

Accessible Course Design

Accessibility in your course means that “all learners have equal access to learning, with particular attention to students with physical and cognitive disabilities. ( Queen's University Centre for Teaching and Learning: Accessibility ” All learners should be able to participate, engage and enjoy the multitude of academic opportunities, experiences, and spaces that Queen’s University offers. This involves designing and choosing educational materials, technologies, and spaces that encourage access and limit the barriers a student might encounter in your course. It also promotes a climate of access and inclusion and considers the diverse needs of all students.

Disability Language

Promoting inclusivity and combating ableism in the classroom involves embracing diverse languages and practices. Here are some disability language strategies to foster an inclusive educational environment:

• Use person-first language
• Avoid labels and stereotypes
• Do not use euphemisms
• Disability is not an illness or problem
• Use proper language in oral and informal speech (from the UN Disability Inclusive Language Guidelines )

Recommended Language 

Source: United Nations. 2021 Disability-Inclusive Language

Apply Principles of Universal Design for Learning (UDL)

Queen’s University promotes the use of Universal Design for Learning (UDL), “a framework for designing courses that remove barriers to learning wherever possible, and that moves beyond physical concerns to consider all aspects of the learning environment.” A syllabus that reflects universal design for learning (UDL) allows students to see how you intend to create a flexible learning environment that provides students with multiple paths for engagement, learning, and success. Employing universal design principles can also lead to increased student interest and engagement with the materials and better learning outcomes.

Queen’s Accessibility Hub has information for educators that you can use to assist in the design of your syllabus. The site features numerous ‘how-to’ guides for making instructor communications with students more accessible whether in documents, slide presentations, videos, emails, or other formats.

To recognize the diversity of student's abilities and to create accessible learning experiences, instructors are encouraged to adapt the following three UDL principles: provide multiple means of representation (the WHAT of learning); provide various means of actions and expressions (the HOW of learning) and provide multiple means of engagement (the WHY of Learning) (see also CAST: The UDL Guidelines )

Below are some simple and powerful ways to support accessibility in the classroom based on the three UDL principles (adapted from Queen's University Centre for Learning: Accessibility) :

Queen’s University’s UDL anti-checklist outlines these three principles and simple, actionable steps you can implement in your classroom.

Other strategies to utilize:

• Place details about accommodation requests near the beginning of the syllabus to emphasize your commitment to supporting students in their success throughout the course.
• Incorporate flexibility into course policies, especially concerning attendance and late submissions. Reflect on the objectives of these policies and explore various avenues through which students can achieve them. For instance, can students access course content through alternative means if they cannot attend live classes?[14]
• Give students multiple ways to contact you—office phone, emails, office hours, discussion board on onQ.

To reflect on one’s teaching, instructors should ask themselves the following questions:

• What are my identities, and how do others/my students perceive me?
• What are my implicit (or explicit) biases?
• Do I propagate, neutralize, or challenge stereotypes in my class?
• How do I manage difficult conversations in the classroom?
• How might the ways I set up classroom spaces and activities foster inclusion or exclusion?

HREO offers a training course on Navigating Difficult Conversations . This course is open to all staff and faculty members. The Centre for Teaching and Learning also offers pedagogical resources on handling difficult conversations in the classroom. 

Actively work towards inclusivity 

Promoting equity, diversity, and inclusion (EDI) in the classroom is essential for creating a welcoming and supportive learning environment where all students can thrive. Here are practical strategies and actions you can take to foster EDI in your classroom:

Get to Know Your Students

Take the time to learn about your students' backgrounds, experiences, and cultures.

Encourage open dialogue where students can share aspects of their identity, values, and perspectives.

Culturally Responsive Teaching

Incorporate students’ cultural backgrounds and experiences into your teaching.

Use examples, stories, and content that resonate with diverse student populations.

Address Bias and Stereotypes

Be aware of how your unconscious bias may impact your view of – or interactions with – students.

Challenge stereotypes and biases that may arise in classroom discussions or materials.

Look for ways to limit or remove the opportunity for unconscious bias to impact you, especially when making important decisions about students, such as recommending them for placements or scholarships or evaluating their work. Other ways to limit or remove unconscious bias are to use grading and assessment techniques and create well-defined rubrics to ensure grading is more ‘objective.’

Flexible Teaching Methods

Offer multiple ways for students to engage with and demonstrate their understanding of the material. Provide options for group work, individual assignments, and various learning styles.

Create Safe Spaces

Establish ground rules for respectful and inclusive discussions. Address any incidents of bullying, discrimination, or bias promptly and decisively.

Intervene if you observe or become aware of inappropriate actions or behaviours. As an instructor, you should take reasonable steps to prevent or terminate comments or behaviour that are harassing or discriminatory. Seek assistance from the EDID Committee or the Human Rights and Equity Office if you need to learn how to respond.

Provide correction when you witness microaggressions as silence will be seen as condoning the behaviour. Examples of microaggressions may include telling a non-white student they speak “good English” or commenting that a person with a disability is “inspiring” just for completing a regular everyday task.

Empower Students’ Voice

Encourage students to express their opinions, ask questions, and engage in critical discussions. Incorporate student feedback into your teaching methods and curriculum.

Celebrate Diversity

Recognize and celebrate cultural holidays, events, and heritage months.

Showcase student work and projects that reflect diversity and inclusion.

Professional Development

Engage in ongoing professional development on equity, diversity, and inclusion.

Attend workshops, conferences, and seminars to enhance your knowledge and skills.

Collaborate with Colleagues

Collaborate with fellow educators to share best practices and resources related to EDI.

Foster a culture of support and shared learning within your school or district.

Advocate for Equity

Advocate for policies and practices that promote equity and inclusion within your school or district. Be a voice for positive change.

Remember that promoting EDI in the classroom is an ongoing journey and it requires continuous self-reflection and adaptation. By creating an inclusive and equitable learning environment, teachers can help students develop academically, socially, and emotionally while preparing them to thrive in a diverse and interconnected world.

Resources 

• Ahmed, Sara. (2012). On Being Included: Racism and Diversity in Institutional Life. Duke University Press.
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
• APA Style Guide: Disability
• Barr, J. (2016). “Developing a Positive Classroom Climate.” The IDEA Center (October 2016): 1-9.
• Council of Ontario Universities Introduction to Accessible Education .
• Diversity and Inclusiveness Syllabus Collection (American Philosophical Association) 
• Guide for Inclusive Teaching at Columbia
• Helmer, Kirsten. 2018. “ Six Principles of an Inclusive Syllabus .”
• Jay Dolmage (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.
• Lawrence-Brown, D. & Sapon-Shevin, M. (2014). Condition critical: Key principles for equitable and inclusive education. Teacher’s College Press.
• OCAD: Inclusive Design Research Centre .
• Stanford Teaching Commons. 2022. “ Building an Inclusive Syllabus .”
• Toronto Metropolitan University. (2022). “ Diversifying your course syllabus. ” 
• United Nations (2021). Disability Inclusive language guidelines
• University of British Columbia. Inclusive Syllabus: What is it?
• University of Wisconsin-Madison. L&S Instructional Design Collaborative. Make Your Syllabus More Inclusive .
• Whose Land?

• FindAMasters
• Education Masters Personal Statement Sample

Written by Hannah Slack

This is an example personal statement for a Masters degree application in Education. See our guide for advice on writing your own postgraduate personal statement .

Recent developments in the social and political landscapes have strongly highlighted the importance of education for children in schools. Studying an undergraduate degree in History allowed me to gain a deeper understanding of societal change over time. Completing modules in Public History also let me explore the importance of education.

Having completed my degree, I decided that my true passions lie in the educational field. After a few years working in a secondary school, I became increasingly interested in how the national curriculum is built. To help propel my career into curriculum design and management, I decided completing a Masters at your university would be the best option.

As I have already mentioned, I completed my undergraduate degree in History. Afterwards, I went on to earn a PGCE and have been teaching humanities at secondary level for two years. During, I took a particular interest in the curriculum assigned for each year. Our current societal climate has been questioning some of the contents of the English curriculum, particularly in the Humanities. In light of these criticisms, I was inspired to also think deeply about how chosen topics contribute to the education system and what kind of topics could be appropriately brought in to expand our horizons. A Masters degree is therefore the perfect opportunity for me to continue exploring these questions and learn more about the practical implications of curricular design.

In addition to my qualifications, I volunteered at a museum during the summer holidays where I helped run educational events for children. This was particularly useful for me as it allowed me to learn how to compact and communicate complex periods to a young audience. It also helped me learn how to make subjects easily accessible and enjoyable.

Completing two years of teaching has built up my leadership skills rapidly. As a teacher I have been able to learn more about the role of educational leadership. I have also enjoyed communicating with my own superiors to learn more about their responsibilities in higher positions.

I was particularly excited when I discovered your course. By having a global focus, this course will allow me to truly explore the issues and debates I’m interested in. I believe having an understanding of global events and education is going to become increasingly important in our increasingly globalised world. I therefore believe that this course will prepare me the best for my future career goals as a curriculum developer.

Find a Masters in Education

If you're interested in a studying Education, then why don't you check out our regularly updated catalogue of available Education Masters courses or read more about postgraduate teacher training courses .

Our postgrad newsletter shares courses, funding news, stories and advice

Looking for the best universities for Education in Germany? Compare ranking tables from top sources here, along with their methodologies.

Looking for the best universities for Education in the UK? Compare ranking tables from top sources here, along with their methodologies.

Looking for the best universities for Education in Canada? Compare ranking tables from top sources here, along with their methodologies.

Looking for the best universities for Education in the USA? Compare ranking tables from top sources here, along with their methodologies.

Looking for the best universities for Education in Australia? Compare ranking tables from top sources here, along with their methodologies.

Looking for the best universities for Education in Ireland? Compare ranking tables from top sources here, along with their methodologies.

FindAMasters. Copyright 2005-2024 All rights reserved.

Unknown    ( change )

Have you got time to answer some quick questions about Masters study?

Select your nearest city

• Aberystwyth
• Beaconsfield
• Bishop Burton
• Bournemouth
• Bridlington
• Chatham Maritime
• Cirencester
• East Malling
• Hemel Hempstead
• High Wycombe
• Huddersfield
• Isle of Man
• Jordanstown
• London Central
• London East
• London South
• London West
• Londonderry
• Loughborough
• Middlesbrough
• Milton Keynes
• Musselburgh
• Northampton
• Potters Bar
• Saffron Waldon
• Scarborough
• Southampton
• St Leonards on Sea
• Stoke on Trent
• Wolverhampton

You haven’t completed your profile yet. To get the most out of FindAMasters, finish your profile and receive these benefits:

• Monthly chance to win one of ten £10 Amazon vouchers ; winners will be notified every month.*
• Access to our £6,000 scholarship competition
• Weekly newsletter with funding opportunities, application tips and much more
• Early access to our physical and virtual postgraduate study fairs

Or begin browsing FindAMasters.com

or begin browsing FindAMasters.com

*Offer only available for the duration of your active subscription, and subject to change. You MUST claim your prize within 72 hours, if not we will redraw.

Do you want hassle-free information and advice?

Create your FindAMasters account and sign up to our newsletter:

• Find out about funding opportunities and application tips
• Receive weekly advice, student stories and the latest Masters news
• Hear about our upcoming study fairs
• Save your favourite courses, track enquiries and get personalised subject updates

Create your account

Looking to list your Masters courses? Log in here .

Let us help you find a Masters

Never miss a course

Enter our ambassador competition

Get funding news, tips and advice

Hear about upcoming events

Sign up to our newsletter today

We've been helping students find the right postgraduate course for over a decade.

Login to your account

Enter your username below to login to your account.

• Explore Majors
• Explore Careers
• Become Career Ready: Skills Employers Seek
• Write a Resume, CV, or Cover Letter
• Network with Professionals
• Prepare for an Interview
• Gain Experience
• Find an Internship or Co-op
• Prepare for Graduate School
• Faculty & Staff
• Parents & Families
• Career Champions
• Agriculture, Animals, Food, and the Environment
• Arts, Media, and Communication
• Business, Finance, Sales, and Marketing
• Doctoral Degree
• Education and Sports
• Government, Public Administration, and Law
• Healthcare and Wellness
• Innovation and Entrepreneurship
• Let’s Explore
• Non-profit, Social Service, and other Careers for the Common Good
• Science, Data, and Technology
• Sustainability, Conservation, and Energy
• What are Affinity Communities
• Asian and Asian American Community
• Black Community
• First-Generation Students
• International Students
• Latine Community
• Middle Eastern and North African Community
• Native and Indigenous Community
• Neurodiverse Community
• Religiously Affiliated
• Students with Disabilities
• Undocumented and DACAmented Students
• Veterans and Service Members
• Request a Workshop
• Request Access to a Module
• Career Events
• Career Fairs
• On-Demand Webinars
• Special Events & Series
• Events for Graduate Students
• Outcomes Data Collection
• Undergraduate Student Outcomes
• About Work+
• Work+ for Students
• Work+ for Supervisors
• Our Vision, Mission, and Values
• Awards, Presentations & Memberships
• Professional Staff
• Graduate Assistants
• Student Interns
• Student Ambassadors
• Work at the Center

5 Tips for Writing a Diversity Statement

• Share This: Share 5 Tips for Writing a Diversity Statement on Facebook Share 5 Tips for Writing a Diversity Statement on LinkedIn Share 5 Tips for Writing a Diversity Statement on X

Diversity statements provide applicants an opportunity to explain their commitments and experiences with diversity. They are personal essays (about 1-2 pages in length) that depict past experiences and explain how those have contributed to your personal and professional development. This statement allows applicants to explain their understanding of the barriers faced by under-represented individuals, as well as their own experiences meeting the needs of diverse populations. 

Why do employers ask for diversity statements?

It has become more common for employers to request a diversity statement. This document is just as important as the résumé, cover letter, and any other written statement. An employer who requests a diversity statement is most likely committed to inclusivity and supports diverse populations. They may be looking to hire someone who aligns with their values and is committed to diversity as well. 

Where should you start?

It may be your first time writing a diversity statement and you may have no idea where to start. Luckily, we have compiled a list of 5 tips to help you get started! 

1. Do some background research!

• Terminology – Here are some words to consider learning about before you start writing: diversity, equality, equity, inclusion, social justice. It’s a good idea to become familiar with these words if you aren’t already and think about how you can incorporate them into your statement. There are also many identities to consider referencing or writing about in your statement. They could include (but are not limited to) race, ethnicity, gender identity, gender expression, sexual/romantic orientation, country of origin/citizenship, socioeconomic status, age, ability, and religion.
• Company’s Diversity, Equity, and Inclusion Mission – It is important to learn what is important to the particular company you are applying to and see if you can align your values, or mention that you value what their company is working on in regards to diversity, equity, and inclusion. This information can often be found on the company website, social media, or news outlets.

2. Share your personal story

You can and should use your past experiences to explain how you can best empathize with others who confront challenges. Think about how you have contributed to diversity in your past. Here are some questions to consider: Have you worked with diverse or underrepresented populations? How do you embody diversity? If you have had to overcome obstacles to get to where you are today, don’t be afraid to talk about it. It’s your statement and you want it to be a reflection of who you are and what your character is. 

3. Be concrete, use specific examples

Mention specific experiences that have allowed you to contribute to enhancing diversity & inclusion. If you have been involved in any organizations or programs that are committed to diversity, you should talk about your experience. Any rewarding experiences will help strengthen your statement.

4. Connect your personal/professional mission to your diversity statement

Think about how your values relate to your understanding and commitment to diversity. What is most important to you and how does that tie into your statement? Do you value inclusivity and equity? Connecting your diversity statement to your mission will show employers how you are unique and committed.

5. Discuss future plans

What is your plan to contribute to enhancing diversity in the future? How will you enact your values related to diversity and inclusion in your work at the company you are applying for? If you have no past experiences with diversity, here’s where you can dive deep and explain your willingness to contribute to diversity moving forward.

If you have questions about composing a diversity statement, you can schedule an appointment with a career coach to discuss and review!

Office Hours: 8AM – 5PM Career Coaching Hours: 8AM – 5PM * Evening appointments vary by semester. * If you require an accommodation to utilize any resource or to participate in any event, please contact our office.

(860) 486-3013 career@uconn.edu

Center for Career Development Wilbur Cross Building, Rm 202 233 Glenbrook Road U-4051 Storrs, CT 06269

• Department of Economic and Social Affairs Social Inclusion
• Meet our Director
• Milestones for Inclusive Social Development.
• Second World Summit For Social Development 2025
• World Summit For Social Development 1995
• 2030 Agenda for Sustainable Development
• Sustainable Development Goals (SDGs)
• UN Common Agenda
• International Days
• International Years
• Social Media
• Second World Summit 2025
• World Summit 1995
• Social Development Issues
• Cooperatives
• Digital Inclusion
• Employment & Decent Work
• Indigenous Peoples
• Poverty Eradication
• Social Inclusion
• Social Protection
• Sport for Development & Peace
• Commission for Social Development (CSocD)
• Conference of States Parties to the CRPD (COSP)
• General Assembly Second Committee
• General Assembly Third Committee
• Open-Ended Working Group (OEWG) on Ageing
• United Nations Permanent Forum on Indigenous Issues (UNPFII)
• Publications
• World Social Report
• World Youth Report
• UN Flagship Report On Disability And Development
• State Of The World’s Indigenous Peoples
• Policy Briefs
• General Assembly Reports and Resolutions
• ECOSOC Reports and Resolutions
• UNPFII Recommendations Database
• Capacity Development
• Civil Society
• Expert Group Meetings

Sustainable Development Goals (SDGs) and Disability

• Download the Full Report  (PDF)
• Easy read version: Executive Summary  (PDF)
• #Envision2030: 17 goals to transform the world for persons with disabilities Imagine the world in 2030, fully inclusive of persons with disabilities!
• Infographic Disability-inclusive SDGs  ( JPG ) (Image that graphically shows disability-inclusion in the SDGs)
• Transforming our world: The 2030 Agenda for sustainable Development  (A/RES/70/1)
• Sustainable Development Goals (SDGs) UN website
• Monitoring and Evaluation of Disability-Inclusive Development: Data and Statistics

Disability-related events, statements and media

• 2030 Agenda Introductory Toolkit and Comprehensive Guide for persons with disabilities (IDA/IDDC resource)
• Agenda 2030 and the SDGs (PDF, easy-read version)
• Launch of new UN postage stamp on disability and development  (Chinese) (see also  Statement of the Secretary-General  and  UNPA website for Disability and Development Custom Stamp Sheet )
• Statement by Vladimir Cuk at Summit  (IDA)
• Statement by Mosharraf Hossain at Summit (ADD International UK)
• IDA/IDDC - Press Release: Today, we celebrate
• Handicap International - Press Relelease
• Leonard Cheshire Disability - Press Release

During the 2012 United Nations Conference on Sustainable Development (Rio+20, Member States agreed to launch a process to develop a set of sustainable development goals (SDGs) to succeed the Millennium Development Goals (MDGs), whose achievement period concludes in 2015. The SDGs are to address all three dimensions of sustainable development (environmental, economic and social) and be coherent with and integrated into the United Nations global development agenda beyond 2015. The envisaged SDGs have a time horizon of 2015 to 2030.

• Goal 4 on inclusive and equitable quality education and promotion of life-long learning opportunities for all focuses on eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. In addition, the proposal calls for building and upgrading education facilities that are child, disability and gender sensitive and also provide safe, non-violent, inclusive and effective learning environments for all.
• In Goal 8 : to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all, the international community aims to achieve full and productive employment and decent work for all women and men, including for persons with disabilities, and equal pay for work of equal value.
• Closely linked is Goal 10 , which strives to reduce inequality within and among countries by empowering and promoting the social, economic and political inclusion of all, including persons with disabilities.
• Goal 11 would work to make cities and human settlements inclusive, safe and sustainable. To realize this goal, Member States are called upon to provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, such as persons with disabilities. In addition, the proposal calls for providing universal access to safe, inclusive and accessible, green and public spaces, particularly for persons with disabilities.
• Goal 17 stresses that in order to strengthen the means of implementation and revitalize the global partnership for sustainable development, the collection of data and monitoring and accountability of the SDGs are crucial. Member States are called upon to enhance capacity-building support to developing countries, including least developed countries (LDCs) and small island developing states (SIDS), which would significantly increase the availability of high-quality, timely and reliable data that is also disaggregated by disability.

Resources and Documents

• SDG Knowledge Hub , The International Institute for Sustainable Development (IISD)
• The Key to Agenda 2030? The Inclusion of People, All People!
• Disability Rights Now infographic
• Synthesis Report of the Secretary-General on the Post-2015 Agenda: "The Road to Dignity by 2030: Ending Poverty, Transforming All Lives and Protecting the Planet"
• High-level meeting of the UN General Assembly on Disability and Development
• The future we want
• Incheon Strategy to “Make the Right Real” for Persons with Disabilities in Asia and the Pacific (Also available: Easy to Understand Version , Pocket Version )
• Search Search

How To Tackle The Weirdest Supplemental Essay Prompts For This Application Cycle

• Share to Facebook
• Share to Twitter
• Share to Linkedin

Writing the college essay

How do you write a letter to a friend that shows you’re a good candidate for the University of Pennsylvania? What reading list will help the Columbia University admissions committee understand your interdisciplinary interests? How can you convey your desire to attend Yale by inventing a course description for a topic you’re interested in studying?

These are the challenges students must overcome when writing their supplemental essays . Supplemental essays are a critical component of college applications—like the personal statement, they provide students with the opportunity to showcase their authentic voice and perspective beyond the quantitative elements of their applications. However, unlike the personal essay, supplemental essays allow colleges to read students’ responses to targeted prompts and evaluate their candidacy for their specific institution. For this reason, supplemental essay prompts are often abstract, requiring students to get creative, read between the lines, and ditch the traditional essay-writing format when crafting their responses.

While many schools simply want to know “why do you want to attend our school?” others break the mold, inviting students to think outside of the box and answer prompts that are original, head-scratching, or downright weird. This year, the following five colleges pushed students to get creative—if you’re struggling to rise to the challenge, here are some tips for tackling their unique prompts:

University of Chicago

Prompt: We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents. – Inspired by Ramsey Bottorff, Class of 2026

What Makes it Unique: No discussion of unique supplemental essay prompts would be complete without mentioning the University of Chicago, a school notorious for its puzzling and original prompts (perhaps the most well-known of these has been the recurring prompt “Find x”). This prompt challenges you to invent a new color-based expression, encouraging both linguistic creativity and a deep dive into the emotional or cultural connotations of color. It’s a prompt that allows you to play with language, think abstractly, and show off your ability to forge connections between concepts that aren’t typically linked—all qualities that likewise demonstrate your preparedness for UChicago’s unique academic environment.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024.

How to Answer it: While it may be easy to get distracted by the open-ended nature of the prompt, remember that both the substance and structure of your response should give some insight into your personality, perspective, and characteristics. With this in mind, begin by considering the emotions, experiences, or ideas that most resonate with you. Then, use your imagination to consider how a specific color could represent that feeling or concept. Remember that the prompt is ultimately an opportunity to showcase your creativity and original way of looking at the world, so your explanation does not need to be unnecessarily deep or complex—if you have a playful personality, convey your playfulness in your response; if you are known for your sarcasm, consider how you can weave in your biting wit; if you are an amateur poet, consider how you might take inspiration from poetry as you write, or offer a response in the form of a poem.

The goal is to take a familiar concept and turn it into something new and meaningful through a creative lens. Use this essay to showcase your ability to think inventively and to draw surprising connections between language and life.

Harvard University

Prompt: Top 3 things your roommates might like to know about you.

What Makes it Unique: This prompt is unique in both form and substance—first, you only have 150 words to write about all 3 things. Consider using a form other than a traditional essay or short answer response, such as a bullet list or short letter. Additionally, note that the things your roommate might like to learn about you do not necessarily overlap with the things you would traditionally share with an admissions committee. The aim of the prompt is to get to know your quirks and foibles—who are you as a person and a friend? What distinguishes you outside of academics and accolades?

How to Answer it: First and foremost, feel free to get creative with your response to this prompt. While you are producing a supplemental essay and thus a professional piece of writing, the prompt invites you to share more personal qualities, and you should aim to demonstrate your unique characteristics in your own voice. Consider things such as: How would your friends describe you? What funny stories do your parents and siblings share that encapsulate your personality? Or, consider what someone might want to know about living with you: do you snore? Do you have a collection of vintage posters? Are you particularly fastidious? While these may seem like trivial things to mention, the true creativity is in how you connect these qualities to deeper truths about yourself—perhaps your sleepwalking is consistent with your reputation for being the first to raise your hand in class or speak up about a cause you’re passionate about. Perhaps your living conditions are a metaphor for how your brain works—though it looks like a mess to everyone else, you have a place for everything and know exactly where to find it. Whatever qualities you choose, embrace the opportunity to think outside of the box and showcase something that admissions officers won’t learn about anywhere else on your application.

University of Pennsylvania

Prompt: Write a short thank-you note to someone you have not yet thanked and would like to acknowledge.

What Makes it Unique: Breaking from the traditional essay format, this supplement invites you to write directly to a third party in the form of a 150-200 word long letter. The challenge in answering this distinct prompt is to remember that your letter should say as much about you, your unique qualities and what you value as it does about the recipient—all while not seeming overly boastful or contrived.

How to Answer it: As you select a recipient, consider the relationships that have been most formative in your high school experience—writing to someone who has played a large part in your story will allow the admissions committee some insight into your development and the meaningful relationships that guided you on your journey. Once you’ve identified the person, craft a thank-you note that is specific and heartfelt—unlike other essays, this prompt invites you to be sentimental and emotional, as long as doing so would authentically convey your feelings of gratitude. Describe the impact they’ve had on you, what you’ve learned from them, and how their influence has shaped your path. For example, if you’re thanking a teacher, don’t just say they helped you become a better student—explain how their encouragement gave you the confidence to pursue your passions. Keep the tone sincere and personal, avoid clichés and focus on the unique role this person has played in your life.

University of Notre Dame

Prompt: What compliment are you most proud of receiving, and why does it mean so much to you?

What Makes it Unique: This prompt is unique in that it invites students to share something about themselves by reflecting on someone else’s words in 50-100 words.

How to Answer it: The key to answering this prompt is to avoid focusing too much on the complement itself and instead focus on your response to receiving it and why it was so important to you. Note that this prompt is not an opportunity to brag about your achievements, but instead to showcase what truly matters to you. Select a compliment that truly speaks to who you are and what you value. It could be related to your character, work ethic, kindness, creativity, or any other quality that you hold in high regard. The compliment doesn’t have to be grand or come from someone with authority—it could be something small but significant that left a lasting impression on you, or it could have particular meaning for you because it came from someone you didn’t expect it to come from. Be brief in setting the stage and explaining the context of the compliment—what is most important is your reflection on its significance and how it shaped your understanding of yourself.

Stanford University

Prompt: List five things that are important to you.

What Makes it Unique: This prompt’s simplicity is what makes it so challenging. Stanford asks for a list, not an essay, which means you have very limited space (50 words) to convey something meaningful about yourself. Additionally, the prompt does not specify what these “things” must be—they could be a physical item, an idea, a concept, or even a pastime. Whatever you choose, these five items should add depth to your identity, values, and priorities.

How to Answer it: Start by brainstorming what matters most to you—these could be values, activities, people, places, or even abstract concepts. The key is to choose items or concepts that, when considered together, provide a comprehensive snapshot of who you are. For example, you might select something tangible and specific such as “an antique telescope gifted by my grandfather” alongside something conceptual such as “the willingness to admit when you’re wrong.” The beauty of this prompt is that it doesn’t require complex sentences or elaborate explanations—just a clear and honest reflection of what you hold dear. Be thoughtful in your selections, and use this prompt to showcase your creativity and core values.

While the supplemental essays should convey something meaningful about you, your values, and your unique qualifications for the university to which you are applying, the best essays are those that are playful, original, and unexpected. By starting early and taking the time to draft and revise their ideas, students can showcase their authentic personalities and distinguish themselves from other applicants through their supplemental essays.

• Editorial Standards
• Reprints & Permissions