Education
Creating an Inclusive Curriculum: A Leader’s Perspective
“Education is the most powerful weapon which you can use to change the world,” Nelson Mandela once said. This resonates deeply with me as I reflect on the necessity of an inclusive curriculum to ensure the well-being of our students. As a mother, an educator, and a school leader, I recognize the profound impact that inclusive decisions at the leadership level have on shaping a school’s culture.
A school’s culture is defined by its core values and the shared understanding of these values among all stakeholders. Inclusion should be at the forefront of this culture, starting with our teachers. It is essential that every teacher feels heard and valued, with their suggestions taken seriously. We must prioritise dialogue over mere discussion, creating safe and brave spaces where everyone can share their viewpoints and take responsibility for their words’ impact.
To foster an inclusive learning environment for our students, we must first create a welcoming and inclusive environment for our staff. Leaders need to be open to feedback and suggestions, engaging in weekly open dialogues to promote teacher voice. Clear expectations, opportunities for professional development, and allowing staff to achieve outcomes using varied methods are key strategies in this process.
When teachers feel included and empowered, they are better equipped to ensure inclusion in the classroom. Inclusion goes beyond its traditional perception; it’s about giving every child the opportunity to participate fully in learning, fostering a sense of belonging and contribution.
Often, when we hear the term “inclusion,” we immediately think of ways to support students with different learning needs. While this is crucial, we must broaden our perspective. Inclusion means including everyone—students, teachers, and staff alike.
One effective strategy for creating an inclusive classroom environment is curriculum compacting. This approach is particularly beneficial for students who demonstrate high potential and are already operating at a relational abstract level. By engaging these students in research and project-based work, we can provide them with challenges that extend their learning beyond the standard curriculum.
In curriculum compacting, regular lessons are replaced with opportunities for students to delve into more complex concepts through student-led projects. Teachers guide these projects, helping students apply their conceptual understanding to real-life applications. This not only caters to their advanced learning needs but also nurtures their potential to reach higher levels of abstract thinking.
Inclusion, at its core, is about ensuring every student feels a part of the learning journey. As leaders, our commitment to creating an inclusive culture will ultimately transform our schools into places where every individual—staff and student alike—can thrive.
Authored By-
Aanchal Shah,
Global Curriculum Coordinator, Professional and Personal Skills Coordinator,
The Kulish School, Jaipur
