Creating an Inclusive Curriculum

Much research has been conducted on which pedagogic strategies might be enacted to enhance the meaningful participation of all learners. However, despite the implementation of a new 3-18 curriculum in Scotland, the actual curriculum in schools is seldom challenged. This paper proposes that there is a need to encourage practitioners to adopt a more critical approach in order to facilitate a more inclusive curriculum that is meaningful to all. It describes a learning module that has recently been developed as part of the M.Ed in Inclusive Practice at University of Aberdeen, which encouraged participants to examine the challenge of creating a more inclusive curriculum. Description of some of the resultant development projects of the participants will exemplify the underpinning principles and challenges of the process for experienced professionals.