Developing an inclusive curriculum: What can we learn from teachers’ inclusive pedagogy?
Written by: Eddy Li
2 min read
EDDY LI, LANGUAGE SUPPORT OFFICER, HONG KONG
In this paper, I demonstrate how much we can learn from teachers’ inclusive pedagogy and, in particular, its implications for developing an inclusive curriculum.
Inclusion comprises unending processes of increasing learning and participation for all students (Booth and Ainscow, 2002). One important aspect of ‘doing’ inclusion is to develop and teach the curriculum in ways that support our increasing diversity of learners (for example, children identified with different categorical learning needs). This a key pedagogical challenge facing many teachers worldwide (UNESCO, 2020).
To help address this barrier to the participation and progress of some learners, I have been researching with teachers in Hong Kong about their inclusive pedagogy. More specifically, I am exploring what teachers do in practice to support everyone’s learning, and what they believe about teaching a diversity of learners. This is usually through placing my
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