Considerations for Teaching and Learning an Inclusive Curriculum in Higher Education

Developing an inclusive curriculum seems to be a hot topic for many educational institutions in today’s environment. While some institutions have developed sound pedagogical strategies that will help in the design and development of an inclusive curriculum, other institutions have resorted to continuing the ‘tick box’ approach by adding statements to course descriptions rather than taking the time and necessary steps to address the principles to deploy an inclusive curriculum.

Importantly, it should be noted that it will be impossible to create an online course that is free from biases. Therefore, any such claims should be avoided. Notwithstanding the above-mentioned reality, an inclusive curriculum must intentionally consider individual and cultural differences, social justice, and practical strategies for multicultural education. Also, the curriculum should be designed to empower teachers to respond to issues of racism, discrimination, and stereotypes when necessary.

The above-mentioned requirements will never be achieved with quick-fix courses, one-day workshops, or course rubrics but by a cultural shift within the institution. Central to this change will be the teacher, who will need to develop effective practices to reduce exclusion within an online course. In summary, the teacher will need to understand the learners’ culture, religious background, and social context, among other things. Furthermore, the teacher must understand and respond to their learner’s strengths and weaknesses. Also, the teacher should create a learning environment that will have a positive impact on all learners and allow them to thrive to maximize their full potential within that course.

For a teacher to develop inclusive practices, professional development programs must be designed to accommodate critical reflection on their teaching practices, especially concerning what becoming an inclusive educator truly means. Becoming an inclusive teacher requires personal change. Therefore, I recommend that the following elements be part of any professional development program aimed at developing inclusive teachers.

If you do not have expertise in creating your professional development course and designing an inclusive curriculum, solicit an expert in the field. Too often, experts are not solicited, and the consequences are far-reaching.