The Nation's Premier Autism and Disabilities Conference

November 14-16 | Columbus, OH

November 14-16 | Columbus, OH

The Nation's Premier Autism and Disabilities Conference

University Summit

University Summit banner v.3

2018 University Summit

Preparing School Personnel for a More Inclusive Pedagogy

2:45 - 5:45 pm | Thursday, November 15

After a 2-year hiatus, the University Summit returns to OCALICON 2018! 

Don't miss your chance to connect with other scholars, researchers, professors, and other higher education personnel from across the country as we collectively share ideas and strategies for supporting pre-service educators.

This year's summit is designed as a highly participatory workshop requiring active engagement from participants around educating school personnel for more inclusive pedagogies. Facilitator Dr. Cynthia Oyler will share her theoretical framework for thinking about, analyzing, and designing pedagogy for critically inclusive schooling. Building on frameworks from Culturally Sustaining Pedagogy, Critical Race Theory, and Disability Studies in Education, participants will analyze status inequalities in classrooms they have seen in operation. Then using the analytic framework from critical inclusivity, and focusing on various low status groups, participants will brainstorm what structures, ideologies, pedagogies and affects are in place, and conclude with ideas for working around such barriers.

Access to the University Summit is included in OCALICON 2018 registration. You must be a registered OCALICON participant to attend.

Cynthia Oyler

Dr. Celia Oyler

Celia Oyler, Ph.D., is a professor of Inclusive Education at Teachers College, Columbia University. She obtained her B.S. in special education from Southern Connecticut State College in 1978 while working with students who did not have reliable means of oral communication. Dr. Oyler spent 15 years as a special educator, working in self-contained classrooms, resource rooms, co-teaching with general educators, and then working as a consulting teacher after attending the University of Vermont’s Consulting Teacher program. After teaching in Chicago for many years, she obtained her Ph.D. in curriculum design in 1993 from the University of Illinois, Chicago, in order to design curriculum that all learners can access.  

Dr. Oyler has worked as a teacher educator for many years preparing special and general educators for inclusive classrooms. She is also the co-director of the Teachers College Inclusive Classrooms Project (TCICP), which allows her to work with a large number of New York City public school teachers on designing more inclusive classrooms and pedagogy.  

She conducts most of her research with classroom teachers and school leaders. She is the author of: Making Room for Students: Sharing Teacher Authority in Room 104; Learning to Teach Inclusively: Student Teachers Classroom Inquiries; and Actions Speak Louder than Words: Social Action as Curriculum. She has turned her attention in recent years to integrating work on trauma-informed schooling and culturally sustaining pedagogy into the work of creating more inclusive classrooms.