Unit 6 Curriculum Development for Inclusive Practice
6Unit 6 – Curriculum development for inclusive practice
Definition of curriculum
In formal education, a curriculum (; plural: curricula,) is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of and experiences through which children grow to become mature adults.
Inclusive curriculum refers to the process of developing and designing a programme of study to minimise the barriers that students may face in accessing the curriculum. By focusing on the core requirements of a course it is possible to identify aspects of the curriculum that might prevent some students from achieving. The task is then to redesign the course to reduce or remove these potential barriers. This should not only focus upon current students, but in anticipation of students who may participate in the course in the future. In this way, also meeting the requirements of students who do not wish to disclose an impairment, and will assist them in participating to their full potential.
There are many factors that can affect access to curriculum and the actual design of the curriculum. In my subject area of Hairdressing and Beauty Therapy it is not uncommon to train via an apprenticeship through an employer, with the support of a college or training provider or on the job training working full time in a salon or spa. The training provided can differ greatly in how it is executed but usually work towards the same end goal, a qualification of competence in the chosen sector. I have firsthand experience of working with training providers, employers and educational establishments and it is fair to say that not all of the curriculum models are the same. Employers generally focus on the practical aspects of the curriculum and not on the academic areas as we do in school. Initial assessment may also not exist or be necessary as many learners will have proved their competency during a period of
Definition of curriculum
In formal education, a curriculum (; plural: curricula,) is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of and experiences through which children grow to become mature adults.
Inclusive curriculum refers to the process of developing and designing a programme of study to minimise the barriers that students may face in accessing the curriculum. By focusing on the core requirements of a course it is possible to identify aspects of the curriculum that might prevent some students from achieving. The task is then to redesign the course to reduce or remove these potential barriers. This should not only focus upon current students, but in anticipation of students who may participate in the course in the future. In this way, also meeting the requirements of students who do not wish to disclose an impairment, and will assist them in participating to their full potential.
There are many factors that can affect access to curriculum and the actual design of the curriculum. In my subject area of Hairdressing and Beauty Therapy it is not uncommon to train via an apprenticeship through an employer, with the support of a college or training provider or on the job training working full time in a salon or spa. The training provided can differ greatly in how it is executed but usually work towards the same end goal, a qualification of competence in the chosen sector. I have firsthand experience of working with training providers, employers and educational establishments and it is fair to say that not all of the curriculum models are the same. Employers generally focus on the practical aspects of the curriculum and not on the academic areas as we do in school. Initial assessment may also not exist or be necessary as many learners will have proved their competency during a period of
References: http://www.google.co.uk/url?q=http://en.wikipedia.org/wiki/Curriculum&sa=X&ei=hT_uTPL6MZCK4QbqluWADA&ved=0CBsQpAMoAQ&usg=AFQjCNFPSH6hZ_awH-Ze1nT5LwkA07pGsg Bibliography: Brembeck CS (1973) Cultural challenges to education Massachusetts: Lexington Books Burns R (1995) The adult learner at work Sydney: Business and Professional Publishing. Laird D (1985) Approaches to training and development Massachusetts: Addison-Wesley UK Parliamentary Act (2005) Disability Discrimination Act 2005 London: HMSO Butcher, J (2005) Developing Effective 16-19 Teaching Skills. London: Routledge Clough, P and Corbett, J (2000) Theories of Inclusive Education. London: Paul Chapman Websites: Lifelong Learning UK (2009) Maintaining an inclusive learning environment http://www.lluk.org/3417.htm Date accessed: 11/06/09