Curriculum Development for Inclusive Practice
Unit 6 Curriculum Development for Inclusive Practice
Introduction:
In education, the word “curriculum” is not new since the organisations of schooling and further education have long been associated with the idea of a curriculum. Before starting the assignment, we would like to find out what it means by “curriculum” and what is “curriculum development for inclusive practice”. By definition, in formal education, a curriculum is the set of courses and their contents offered at an educational institution. John Kerr defined “curriculum” and later taken up by Vic Kelly in his standard work on the subject as, “All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.” (quoted in Kelly 1983; also, Kelly 1999). There are four ways of approaching curriculum theory and practice:
1. Curriculum as a body of knowledge to be transmitted
2. Curriculum as product, i.e. an attempt to achieve certain ends in students
3. Curriculum as process
4. Curriculum as praxis
We will express the later three ways in this assignment. These ways of approaching curriculum theory and practice can be also described in three disciplines: the theoretical, the productive and the practical. These are illustrated as the map below:
(Source: infed.org/ Curriculum theory and practice.)
Inclusive curriculum refers to the process of developing and designing a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum created by the educational institution should aim to provide opportunities for all students to learn and to achieve. Also the curriculum should aim to promote students’ spiritual, moral, social and cultural development, to establish an entitlement and to establish standards. In this assignment, we will discuss how different theories, principle and models of curriculum have been developed and applied in a learning environment in order to
Introduction:
In education, the word “curriculum” is not new since the organisations of schooling and further education have long been associated with the idea of a curriculum. Before starting the assignment, we would like to find out what it means by “curriculum” and what is “curriculum development for inclusive practice”. By definition, in formal education, a curriculum is the set of courses and their contents offered at an educational institution. John Kerr defined “curriculum” and later taken up by Vic Kelly in his standard work on the subject as, “All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.” (quoted in Kelly 1983; also, Kelly 1999). There are four ways of approaching curriculum theory and practice:
1. Curriculum as a body of knowledge to be transmitted
2. Curriculum as product, i.e. an attempt to achieve certain ends in students
3. Curriculum as process
4. Curriculum as praxis
We will express the later three ways in this assignment. These ways of approaching curriculum theory and practice can be also described in three disciplines: the theoretical, the productive and the practical. These are illustrated as the map below:
(Source: infed.org/ Curriculum theory and practice.)
Inclusive curriculum refers to the process of developing and designing a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum created by the educational institution should aim to provide opportunities for all students to learn and to achieve. Also the curriculum should aim to promote students’ spiritual, moral, social and cultural development, to establish an entitlement and to establish standards. In this assignment, we will discuss how different theories, principle and models of curriculum have been developed and applied in a learning environment in order to