Most of us must be familiar with the
popular meme online that shows a fish, a monkey and an elephant asked to climb
a tree as their assessment. This aptly describes the design of most curriculums
today that may not be accessible to some under-represented groups of students
like those from poor socio-economical backgrounds, certain ethnical backgrounds
and those with disabilities.
Inclusive curriculum design can be
defined as “involving the design, planning and evaluation of programmes,
courses and modules, not only in terms of their learning outcomes, content,
pedagogy and assessment, but also in ways in which they engage and include the
needs, interests and aspirations of all students”1. This can
be achieved by minimizing the barriers to access learning materials, practical
sessions and forms of assessments and also by considering the students'
financial challenges. Use of assistive technologies such as text-to-speech or
speech-to-text software, Braille or large font texts can make them accessible
to students with disabilities.
Development and implementation of public policies such as socioeconomic
school integration can improve opportunities for students by reducing the
negative educational effects associated with school poverty concentrations and
by providing a diverse environment that benefits all students. The census data
may be used as a criteria for defining economic levels of the students.2
The achievement of these outcomes is
however contingent on how the curriculum is developed, delivered and assessed. The
course requirements need to be clearly articulated and available to students
prior to enrolment. Educators need to
regularly evaluate the accessibility and inclusiveness of their courses and
modify accordingly. All learning
materials and technologies should be accessible by students using assistive
technologies for delivery and assessment. All learning materials should be
clearly presented in a language common to the region or in a universal language
like English. To facilitate optimum communication, Universities should provide
details of the structure of the support services and course materials on their
websites.
Alternative forms of assessments
will help students with disabilities, especially when studying through distance
and online modes. A student suffering from anxiety can choose to submit an
additional essay rather than sit for an invigilated examination. A student with
severe dyslexia may appreciate the opportunity to complete a viva voce by phone
rather than submit a written essay. A student with severe physical disability
may choose to complete an online activity rather than participate in a
compulsory field trip, as long as this is deemed to be an appropriate way of
fulfilling assessment requirement of that course.3
The benefits of having inclusive
curriculum design and assessment in schools with diverse student population are
plenty. Integrated classrooms encourage critical thinking, problem solving and
creativity and enhance intellectual self confidence and leadership skills in
students. Studies have shown that students showed higher average test scores,
were less likely to drop out and more likely to enrol in higher education. The
institution may also benefit with better use of resources and higher return on
investment.4
Developing accessible curriculum is a fundamental equal opportunity and human rights issue. And this can be achieved by embracing inclusive practices and accessibility in the curriculum design and delivery.
Words by:
Assoc. Prof. Dr.
Santhosh Kotian
References:
2. Socioeconomic Integration from an Equity Perspective, Richard D. Kahlenberg, Peter W. Cookson, Jr., Susan Shaffer, and Charo Basterra. MAEC, Inc. 2017
3. Kerr, Sharon & Baker, Michaela. (2013). Six practical principles for inclusive curriculum design. 74-88. 10.4018/978-1-4666-4205-8.ch006.