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.
|Publication status||Published - Oct 2014|
|Event||ESRC Series - Teacher Education for the Changing Demographics of Schooling: policy, practice and research - University of Edinburgh, Edinburgh, United Kingdom|
Duration: 24 Oct 2014 → 24 Oct 2014
|Conference||ESRC Series - Teacher Education for the Changing Demographics of Schooling: policy, practice and research|
|Period||24/10/14 → 24/10/14|