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Allison Hector-Alexander
<EMAIL_ADDRESS>Ontario Tech University
Abstract
Diversity is celebrated and acknowledged as one of our most prized strengths in Canadian culture. This variety and uniqueness is reflected in all our social structures. Education systems and programs should be designed and implemented to take into account the wide diversity of learners’ characteristics and needs. Inclusive teaching involves cultivating an awareness of the dynamics that shape classroom experiences and impact learning. Students differ in the ways that they perceive and comprehend information presented to them. Many times, this is based on their lived experiences which are closely tied to their social identity. More prevalent are students who, because of their particular profile of perceptual or cognitive strengths and deficits, find information in some formats much more accessible than others. Even more common, are students from diverse backgrounds who are participating in the dominant language and culture of the average classroom who, therefore, face barriers in accessing information when presented in a manner that assumes a common background among all students. Inclusive curriculum design involves being responsive to these dynamics and intentional about using strategies that foster a positive learning experience. This chapter will explore foundational elements of inclusive curriculum design strategies and how these strategies create access and foster learning. Ultimately, inclusive teaching is good teaching.
Keywords: accessibility, culture, curriculum, diversity, inclusion, instructional design, technology
Introduction
Students who are engaged in learning do not exist as a homogenous group. They come into the learning environment with experiences reflective of their social location and culture. Culture pervades learning, and in designing instructional environments, consideration should be allowed for issues concerning the social and cultural dimensions of task design, communication channels, and structuring of information if the needs of culturally diverse learners are to be met. To meet the needs of learners, the student should be treated as a whole. This means that learning tasks go beyond knowledge and skills to include other aspects of being a person in society as well as an approach that recognizes that the complex biological, sociological, and psychological individuals that are students are acknowledged. Inclusive design presumes that the aim of inclusive education is to eliminate social exclusion which is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender, and ability (Vitello & Mithaug, 1998). As such, it starts from the belief that education is a basic human right and the foundation for a more just society (Ainscow, 2005).
Inclusive Design
In learning, there exists a responsibility for educators to design their curriculum in such a way as to promote success among all students. An inclusive cu