Instructor & Classroom Tools

Creating inclusive, accessible, and respectful learning environments

Instructors play an important role in creating learning environments where students feel respected, included, and able to participate and succeed.

Students bring diverse identities, experiences, backgrounds, abilities, perspectives, and ways of learning to the classroom. Creating an inclusive learning environment means considering how course materials, teaching practices, classroom interactions, and learning activities can support this diversity and reduce barriers to participation.

This page provides practical tools and considerations for instructors looking to strengthen inclusion, accessibility, and respect in their classrooms.

Inclusion Lens for the Learning Environment

The Inclusion Lens for the Learning Environment was developed by BCIT’s Respect, Diversity, and Inclusion (RDI) Office in collaboration with the BCIT Student Association and other members of the BCIT community. The guide provides instructors with practical considerations for reviewing course materials, incorporating accessibility and Universal Design, and creating more inclusive classroom environments

When reviewing your course materials, consider whether different perspectives and lived experiences are represented. Ask yourself:

Are the authors and creators of the materials diverse?
Are there important voices or perspectives missing?
How can you include a broader range of experiences and viewpoints?

Review your examples, case studies, activities, and scenarios to ensure they do not unintentionally reinforce stereotypes.

Where possible, include materials created by members of the communities being discussed. For example, when discussing disability, include resources created by people with disabilities or invite guest speakers with lived experience. Representation should be integrated throughout a course, not added as a single example.

What Are Equity-Deserving Groups?

Equity-deserving groups are communities that have historically faced barriers to full participation in society. These include, but are not limited to:

Indigenous Peoples
Racialized communities
People with disabilities
Women
Members of the 2S/LGBTQIA+ community

Consider: If a course discusses disability, Indigenous peoples, racism, gender, or another community or identity, look for opportunities to include scholarship, resources, and perspectives from people within that community.

Building accessibility into your course from the beginning benefits all learners.

Consider the following practices:

Use captions and descriptive text for videos and images.
Use accessible fonts, strong colour contrast, and clear formatting.
Provide lecture notes or outlines in advance.
Offer course content in multiple formats, such as lectures, videos, and readings.
Allow students to review lecture recordings when possible.
Provide different ways for students to demonstrate learning.
Consider flexible approaches to testing and assessments when appropriate.
Consult Accessibility Services for guidance and support with Individual Accommodation Plans (IAPs).

Avoid making assumptions about the abilities of people with disabilities or neurodiverse learners. Creating accessible learning environments proactively can improve learning outcomes for everyone.

Students bring a wide range of backgrounds, experiences, perspectives, and expectations into the classroom. Creating an inclusive learning environment begins with clear communication, thoughtful course design, and a commitment to respect. Avoid making assumptions about what students know, need, or have experienced. Clearly communicate expectations for learning, participation, and behaviour in your syllabus, verbally, and throughout the term.

Set an Inclusive Tone

Your syllabus helps establish classroom expectations and signals your commitment to inclusion. Consider including:

A land acknowledgement.
Information about accommodations, Accessibility Services, and students’ right to request accommodations.
Gender-inclusive and inclusive language throughout course materials.
References to BCIT’s Harassment and Discrimination Policy and Procedure.
Consideration of significant religious and cultural dates when scheduling assessments, tests, and major deadlines.

Connect Students with Resources

Make students aware of available supports, including:

Early Assist
Counselling Services
Accessibility Services
Indigenous Initiatives and Partnerships
BCIT Student Association services

Let students know where they can report concerns related to discrimination, harassment, or racism, including the Respect, Diversity and Inclusion (RDI) Office and the Student Association Advocacy Office. Safety concerns can be reported to Safety, Security, and Emergency Management (SSEM).

Set Clear Expectations

Create a respectful learning environment by:

Establishing expectations for respectful and civil interactions.
Clearly stating that harassment, discrimination, stereotypes, and offensive comments or jokes are not acceptable.
Explaining why these behaviours are harmful and the consequences if they occur.
Reinforcing expectations consistently throughout the term.

Model Inclusive Behaviour

Demonstrate inclusive practices by:

Using respectful, gender-neutral, and person-centred language.
Sharing your pronouns, if you choose, and inviting, but not requiring, students to share theirs.
Avoiding assumptions about students based on their identities, backgrounds, or experiences.
Recognizing that students are not representatives or spokespersons for an identity group.
Remaining open to feedback and willing to adjust when you learn that something has caused harm.

Actively Support Inclusion

Foster an inclusive learning environment by:

Addressing inappropriate, discriminatory, or exclusionary behaviour when it occurs. If you are unsure how to respond, seek support from your Program Head, Associate Dean, or the RDI Office.
Responding to microaggressions rather than allowing them to go unchallenged.
Providing context for idioms, metaphors, and cultural or pop culture references that may not be familiar to all students.
Considering whose perspectives may be missing or underrepresented in course materials and discussions.
Reflecting on how unconscious bias may influence interactions and decisions related to assessment, placements, scholarships, and other opportunities.

Why This Matters

Inclusive classrooms help students feel respected, valued, and able to participate fully in their learning. Small actions, consistent communication, and intentional course design can contribute significantly to student success and belonging.

Improvements made:

Combined overlapping syllabus-related content into one “Set an Inclusive Tone” section.
Removed duplicate points while retaining all key information.
Improved flow from course design and expectations to modelling behaviour and responding to concerns.
Added a brief concluding statement to reinforce the purpose and importance of inclusive teaching practices.