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Inclusion and diversity
- 1. Inclusion and diversity as dimension of the curriculum The language of diversity and curriculum, impact and thinking on curriculum design and practice
- 2. What is an inclusive curriculum? Inclusive teaching means recognising, accommodating and meeting the learning needs of all your students. It means acknowledging that your students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning.
- 3. Ken Robinson: Changing education paradigms | TED Talk | TED.com
- 4. Inclusive Teaching takes a coherent approach which is proactive. has a strategy for ensuring the delivery of equal opportunities Is embraced by the whole school or institution matches provision to student needs incorporates regular reflection, review and refinement of strategies and methods that actively involve students and in some cases parents
- 5. Bourdieu: a theory of practice and the inclusive/diverse curriculum -a cultural theory of human behaviour field: a space where individuals occupy different social positions habitus: ingrained ways of behaving and acting capital: what is prized/at stake in a field What is the classroom field like? does it reproduce/reinforce existing inequalities e.g. type of diverse/inclusive curriculum or lack of it? do different children exhibit different kinds of habitus? how can the curriculum address this?
- 6. “Inclusion is a never-ending process, working towards an ideal when all exclusionary pressures within education and society are removed.” Booth, T (2003:2) What does inclusion mean in your setting?
- 7. Inclusive Pedagogy Learning is a complex activity. At least 15% of learners learn in a different way than they are generally taught. Learners whose cognition involves processing of information and methods of learning that are different from the ‘traditional’ teaching and learning methods are disadvantaged in education if an inclusive approach to pedagogy is not adopted. It is widely accepted that learners with different approaches to learning experience difficulty in most formal settings. For some of these learners, the process of education becomes a process of rejection. As identified by Crabtree, D. and Maguire, D (2008:3)
- 8. “Inclusion in education is concerned with breaking down barriers to learning and increasing participation for all students, treating all learners on the basis of equality and non-discrimination.” (CSIE) (Booth and Ainscow, 2000) What barriers could exist in your setting and how are these exhibited or reinforced?
- 9. Inclusive teaching is good teaching In making your teaching inclusive you reassess the material you use in your teaching and the way in which it is delivered and assessed. Teachers and tutors should place learners in the best possible learning environment for their needs, whatever those needs may be. Varied strategies may be required to ensure that the specific needs of an individual are met.
- 10. Points to consider when critically reflecting on practice First, we learn about learning itself by understanding how learners who learn differently learn. Secondly, by including approaches to teaching and learning which play to the strengths of these learners and enable learners who ordinarily find learning difficult to become successful, we become more able to support all learners. By removing obstacles to learning for those who found learning most difficult, we open pathways for all learners and, in that process, develop a broader range of strategies and develop professional expertise. Thirdly, we make our teaching more engaging and thereby begin to reduce disaffection. In such a way, the process of educating becomes more inclusive, supports widening participation and raises achievement.
Notas do Editor
- Change has been a constant feature of education in recent times. A major reason for this is the desire to raise achievement to respond to the demands of a global economy. Ball (2008) notes that education is seen as a crucial factor in ensuring economic productivity and there is consensus that continued economic success is dependent on harnessing the skills of a nation in an ever changing labour market. This means educators must not only skill learners but engage them in lifelong learning. So as educational professionals we must address the features of a system which traditionally has seen sections of the population underrepresented in terms of educational success with high rates of young people not in education or employment. It is acknowledged that there needs to be changes to the process, practices and structure of curricular to engage a wider cohort in education and training. Examination of barriers and inclusive practice is fundamentals to ensure members of diverse communities are recognised and represented. Ball, S (2008) The Education Debate, Bristol, Policy Press
- https://www.youtube.com/watch?v=zDZFcDGpL4U
- Inclusive teaching is active, proactive, reflective and constantly evolving. It is important that we understand our learners but avoid pigeonholing and making assumptions. Inclusive teaching and curriculum design examines assumptions and considers how it reproduces and reinforces existing inequalities. Slide 5 According to Bourdieu the Education systems of industrialised societies function in such a way to legitimise inequality. He believes that success in education is facilitated by the process of cultural capital that lower class students generally don’t possess so inevitably these students fail and higher class students are seen to be deserving of their place in the societal structure. Bourdieu builds this theory of cultural production by looking at these three areas (field, habitus and capital) Bourdieu uses a football field as a way to explain field theory. Each player on a field has a position and a set of rules that generally apply to that position. Each position within the field is determined by the individuals habitus. past performance, skills, family support, upbringing and education. When the habitus of an individual matches the social field everything runs smoothly and the team win the game. However if a player decides they want to change the rules and play differently they may be met by frustration and most likely sent off. This is a simplistic view of Bourdieus work.
- Learning as is teaching, a complex activity. We all recognise that all learners process information differently but how does this knowledge impact on our pedagogy?
- By reflecting on our own practice we examine the inclusive and diverse assumptions about the curriculum we present to learners. Inclusive practice makes us challenge existing inequalities and place the learners needs at the heart of our practice and curriculum design.