Greener Journal of Art and Humanities Vol. 7, Issue 1, pp. 01-11, 2018
Manuscript Number: 091018134
Conceptualising Inclusive Curriculum as a Multi-Dimensional and Highly Contextual Contraption for Inclusive Education
SHEY Patrick Fonyuy, Ph.D
Department of Educational Psychology, University of Buea, Cameroon.
development of inclusive education practices have led to worldwide discussion
of how best to deliver a more equal education opportunity for all. In most
developed countries this has led to the development of the concept of an
inclusive curriculum for ordinary schools. African countries especially those
South of the Sahara are still grabbling with the etymological understanding of
the concept of inclusive Education. This paper looks at the implications of an
inclusive curriculum that has a common content for all pupils based on the
national curriculum. This requires a significant paradigm shift in the way
teachers thought both about what they taught and how they taught. It requires a
common team effort within and across inter-sectorial agencies and every school.
It is apparent that providing equal opportunity to raise standards of education
for all the learners requires the recognition that teachers have to change
their ways of thinking, every teacher matters. Reflections articulated in this
article aim at including key stakeholders from inside and outside the education
system, be informed by evidence as well as bear in mind ideological
considerations, and contribute to the clarification of concepts as well as
providing various regional perspectives and examples of a unanimous discourse
of an inclusive curriculum. Indeed, it reaffirms that curriculum reforms
represent a concrete opportunity for developing a consensual and comprehensive
vision of the education system. The ponderings ended with recommendations on
ways to develop and manage an inclusive curriculum.
Keywords: Inclusive Education, Conceptualising, Inclusive Curriculum, Multidimensional, Highly Contextual and Contraption
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