Inclusive Curriculum – A Step Towards Accommodating All Learners

Individuals with physical or sensory disabilities may encounter barriers when using traditional materials such as books, paper and pencil, keyboards, audiotapes without text equivalents, or videos lacking captions or audio descriptions. Broadly speaking, ensuring physical access to the curriculum includes enabling sensory and motor access (such as the ability to see text and images, hear sound and speech, and manipulate materials and expressive tools).

Students need both physical and cognitive access to an inclusive curriculum in order to succeed.

Examples of cognitive access to the inclusive curriculum includes the ability to understand assignments, plan approaches to and execute tasks, use materials effectively, comprehend content presented in various media, organize work, understand and use feedback, and express ideas effectively. All learners (especially those with learning disabilities, attention deficits, developmental disabilities, or affective difficulties) may encounter barriers when instructional materials are not designed in a flexible manner.

How does your curriculum provide for all types of learners?

From Professional Learning Board’s online continuing education course for teachers: Accommodating All Learners