Conceptualising Inclusive Curriculum as a Multi-Dimensional and Highly Contextual Contraption for Inclusive Education
| Main Author: | SHEY, Patrick Fonyuy |
|---|---|
| Format: | Article Journal |
| Bahasa: | eng |
| Terbitan: |
, 2018
|
| Subjects: | |
| Online Access: |
https://zenodo.org/record/3483680 |
Daftar Isi:
- The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education opportunity for all. In most developed countries this has led to the development of the concept of an inclusive curriculum for ordinary schools. African countries especially those South of the Sahara are still grabbling with the etymological understanding of the concept of inclusive Education. This paper looks at the implications of an inclusive curriculum that has a common content for all pupils based on the national curriculum. This requires a significant paradigm shift in the way teachers thought both about what they taught and how they taught. It requires a common team effort within and across inter-sectorial agencies and every school. It is apparent that providing equal opportunity to raise standards of education for all the learners requires the recognition that teachers have to change their ways of thinking, every teacher matters. Reflections articulated in this article aim at including key stakeholders from inside and outside the education system, be informed by evidence as well as bear in mind ideological considerations, and contribute to the clarification of concepts as well as providing various regional perspectives and examples of a unanimous discourse of an inclusive curriculum. Indeed, it reaffirms that curriculum reforms represent a concrete opportunity for developing a consensual and comprehensive vision of the education system. The ponderings ended with recommendations on ways to develop and manage an inclusive curriculum.