recognising the challenges that different students experience; fostering a sense of belonging amongst all students; clearly articulating academic values and expectations; explicitly equipping students with academic skills they will need for successful study. As such, the features of this Inclusive Education Framework are not setting specific, but presented “under thematic headings rather than by the setting within which . There has been lots of debate recently on the nature of the curriculum a school should deliver. We use cookies on reading.ac.uk to improve your experience. How will the course aim to develop university graduate attributes around global awareness and diversity? How will the course team utilise alumni to review the ways in which the course/module best prepared them for the global workforce. Approaches to Inclusive Education and Implications for Curriculum Theory and Practice Mercy M. Mugambi School of Education, University of Nairobi, Kenya 1. Find out more about our Inclusivity is treated as an ongoing measure of quality assurance and enhancement. This video introduces the inclusive curriculum framework and details how its principles can be delivered from concept to review. Are timelines (formative, summative and feedback) advised at the start of the course? Have you addressed the ‘hidden curriculum' if acknowledged in the discipline area? > Are there processes in place to monitor which cohorts of students are accessing their feedback? Are there assessments where students can draw upon their own background? Have you ensured that the case-studies and reading lists reflect the diversity in the learning community? > How are students encouraged to actively adopt a reflective approach to their learning and facilitate the development of their feedforward strategies? Table 1 illustrates a framework for evaluating how the different elements of a course are more or less inclusive of diversity. Inclusive settings in the early years, according to the Queensland Curriculum and Assessment Authority [QCAA] (2014) sees that “educators strive to improve all learners’ participation and learning, regardless of age, gender, religion, culture, socioeconomic status, sexual preferences, ability or language. How does the L&T strategy ensure that the classroom environment is welcoming and inclusive and encourages participation from under-represented groups? The Inclusive Education Framework supports the good work that has been ongoing . The full national curriculum framework for key stages 1 to 4, including programmes of study and attainment targets. How have you challenged normative disciplinary attitudes to ensure that the course is meaningful and relevant to a diverse student body? Framework for Inclusion The Framework for Inclusion 2019–29 is a ten-year plan for inclusive education in the Northern Territory. The Rounded Quality of Education . The President of the Republic of Zimbabwe Cde. This document sets out the framework for the national curriculum and includes: 1. contextual information about both the overall school curriculum and the statutory national curriculum, including the statutory basis of the latter 2. aims for the statutory national curriculum 3. statements on inclusion, and on the de… By continuing to use our site you accept these terms, and are happy for us to use cookies to improve your browsing experience. Does the content extend understanding of diversity and allow students to recognise their own potential to make a difference in a rapidly changing international context? Have the course team engaged in unconscious bias and equalities training? The Inclusive Curriculum Health Check is designed to support UCL staff to reflect on how to embed the principles of inclusivity in all aspects of the academic cycle. To the right of each element is a continuum that illustrates how the element can vary from not inclusive to fully inclusive. A National Inclusive Education Framework is designed over ten central themes and invites schools to embark on a journey towards the development of high quality inclusion. The themes of diversity, equity, and inclusion are embedded throughout the UVA 2030 Plan. This podcast is hosted by John Jay College of Criminal Justice Associate Provost Dara Byrne and Associate Provost Allison Pease to accompany the 2020-2021 process of creating a shared framework for a culturally affirming, inclusive and anti-racist curriculum that serves all students aspiring to careers in criminal and social justice fields at our proud Hispanic- and Minority-Serving college. How will the course team ensure that students from a diverse range of backgrounds get involved in the review and evaluation of the course or module? Although the factor that correlates most strongly with retention and degree outcome is previous educational attainment, when this is controlled for there remain strong patterns that correlate with gender, disability, socio-economic background, ethnicity, nationality and type of entry qualification. This means the principles of inclusivity are embedded within all aspects of the academic cycle from the development and revitalisation of curricula, through the practice of teaching and learning, to the process of assessment and finally full circle to programme review, modification and revalidation. We wanted the framework to have a structure similar to the previously developed faculty advising and mentoring frameworks. e.g. On the left is a list of nine ele-ments that are key to course design and delivery. Our Inclusive Curriculum Framework ensures that all our students achieve their potential by seeing themselves reflected in the curriculum that they experience. understanding the academic values and expectations of higher education; being equipped with the appropriate academic skills; having access to the same level of assets as other students, e.g. The ICF highlights six principles that are key to an inclusive curriculum and set a benchmark for good practice for learning and teaching with proven efficacy. Will the course be delivered in an accessible mode and are there alternative options provided for students who cannot access specific delivery mechanisms? Are you using inclusive language, avoiding colloquial language and providing a glossary of new and complex terms? Published 11 September 2013 Last updated 2 December 2014 — see all updates > This video outlines details of Kingston's strategic steps to embed an inclusive curriculum following the University's Excellence Framework for an Inclusive Curriculum. Do the case-studies/vignettes used in the assessment reflect the diversity in our student body? It focuses on: • ensuring that all children and students can access an education and contribute to their community • affirming children’s … money to buy books or to undertake unpaid placements, time to study and engage in extra-curricular activity, personal support networks to provide informal words of encouragement or guidance when things are tough, or access to work experience opportunities; developing a strong sense of belonging - feeling isolated, different or that they have no 'right' to be at university; shared social or cultural capital, i.e. Course are more or less inclusive of diversity, equity, and thus teacher! 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