The University of Michigan Center for Research on Teaching and Learning defines "inclusive teaching" thusly:
"Inclusive teaching involves deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning. Such teaching attends to social identities and seeks to change the ways systemic inequities shape dynamics in teaching-learning spaces, affect individuals’ experiences of those spaces, and influence course and curriculum design."
Source: UM CRLT, Overview of Inclusive Teaching at Michigan.
This article by Kevin Gannon, "The Case for Inclusive Teaching," also provides a helpful overview, as well as helpful links throughout for getting started. Gannon asserts that inclusive teaching values course design, discernment, and a sense of belonging.
In spring 2020, Guilford College's Intercultural Engagement Center and Office of Diversity, Equity & Inclusion reached out to multicultural student leaders to gain insights from them on how we as faculty and staff can best support our multicultural and underrepresented students at Guilford. These bodies devised a list of tips to support multicultural students who have left their campuses and who are now studying remotely. These tips are available at the following Google Doc.
The Association of College and University Educators has created an Inclusive Teaching Practices Toolkit, which lists the following practices, tailored for online teaching though applicable to all modes (with many more resources to expand on each practice, including videos, examples, planning guides, and more):