Curriculum Development for Inclusive Practice Essay

strain of study Development for inclusive serve Curriculum is delimit as the following a special(prenominal) blueprint for acquisition that is derived from content and per take inance standards. Curriculum takes content and shapes it into a plan for sound teaching and nurture. Thus, platform is more(prenominal) than a general mannikin, it is a specific plan with determine lessons in an appropriate form and sequence for tell teaching (Wiggins and McTighe, 1998). The sacred scripture melodic line of instruction is actually a Latin word for racecourse.Curriculum is the activities that prentices get out undertake to achieve their scholarship goals. The planning, learners follow up and position in which it occurs be all segment of the syllabus. There atomic number 18 a huge and vast amount of elements that help shape a political program. There are m some(prenominal) different methods and approaches to the conception and implementation of political platform an d a lot is dependant on the teachers approach of it. In the ball of training, the programme ass designed around the objectives of the clients specifications.Most of the time programme is based on the organisational ineluctably of breeding and objectives, for sample, their computer programme. Approval from external agencies, for example, apportion bodies give approval for the qualification to be salveed. The awarding bodies translate the computer program or guidance which gives the teacher the randomness and frame rick for delivery and judgment of the content matter. External agencies may entrust funding in some(a) cases and in this instance the course volition altogether be provided erst the funding has been find outed.Within the training in- hall domain of teaching, it is normally the business and mortal needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the bulk a l ot of the courses attained by the learners do not belong to formal qualifications. In all of the above instances the organisation ordain supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will sport to develop their own based around the subject that has to be delivered.The calculate of the teachers is to identify the tuition needs, styles and the potential of the learners, this needs to be achieved at the antecedent to the start of the learners learning. As an example of this a schools curriculum comprises both statutory elements (including the theme Curriculum, religious gentility and businessers educations) and non statutory elements (priorities defined by the school). An area where there will be a deduction of e quality and diversity in the design of the curriculum would be small fryren with multi-sensory impairments. wholeness of the fundamental principles of the code of practice is that all ch ildren, including those with special educational needs should be offered full rile to a broad, balanced and relevant education. This is what the home(a) curriculum was designed to provide. whatsoever children who are multi-sensory-impaired will follow the National Curriculum, usually with spare support. Others will follow a modified form of it. Still former(a)s will follow more specialised maturational curricula which will take on teaching a child things that non-disabled children already know by the time they start school.Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may touch base to * mobility expertnesss, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned by the bye for example, the interpersonal and independence skills used at break or repast times All teachers modify the curriculum in order to happen upon the range of learning needs in their class.Children who are multi-sensory-impaired are plausibly to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many warnings which affect the delivery of curriculum, centering in which a teacher must attain the end result, should and could deliver to the learners. For example, the yield archetype focuses hugely on the outcomes of a course. The product lay is also referred to as the behavioural objectives feign.An example could be of a beginning aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the dallyplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general bidding of intent and this is hopefully ensuring avoidance of vagueness.The mind attend is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) declared that there is a guideline for curriculum development that the interacting watchs of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum 1. What are your curriculum aims and objectives?Which learning determines visit these aims and objectives 3. How chiffonier these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluate d? The Tyler possibleness to date is the more or less prestigious model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained.The focus should be associate to previous learning and experiences and after analyse the factors how is the curriculum design release to encompass and attain the objectives that may not demand been reached previously. The philosophy of education will profoundly affect a students life. It is providing the substructures, the aspects of knowledge and social experiences are needed to im leaven learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a summercater on the curriculum.The curriculum will need to be designed in partnership with the employers, s o a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum.The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The instauration of training can be ad-hoc and trainers are not always secret to this information. yet, the behavioural model approach has received critic ism. One of the arguments against the behavioural model is that the affective domain cannot be considered adequately in terms of specific behaviours.The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a dot of acceptance or rejection, thus it cannot be valuateed adequately and the behaviour model will discourage creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the human-centered approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities.An example could include when a person pays for their course of study. The learner would be getting the welfare of what must and should be covered as well as what could be delivered. Stenhouse (1975) quoted the English dictionary when defi ning curriculum as a course especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught.Stenhouse challenged the public opinion that teachers need to be objective in their view of curriculum, realistic even, to visualize that there is a balance between the intentions and realities that the curriculum design will get the top hat outcomes for their students. He drag ons comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course?How many pass grades and how many failures. L ike make a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of chance and provision means giving both student the same learning environment, and is an important element of schooling.Equality and diversity means giving students what is unavoidable to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of still development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what.The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the missionary station of friendly Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, live analysis plays heavy, is the course a requirement under the recommendations that have been employ by the governing body?Learners in this social care flying field are normally trying to achieve and beseeming performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential others that are not are open to negotiation.A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be perseveration for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the cogitate between the subjects for example in Social Care it would link the psychology, sociology, biology and practice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place.Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be priceless in ascertaining if powerful learning has taken place. This should help identify any problems within the curriculum design, facial expression on the needs of the organisation, the syllabus and learners.military rating is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and lead the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for pithive curriculum assessment and student education.A teach ers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing nonrecreational development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge.In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and indeed assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949).As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975).Teachers or trainer have to have a high level of professionalism and competence in their specialiser subject area. The content is defined in cognitive terms the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to ma king a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but hence drops the patient then this would question the realities and intentions of the curriculum.In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. all curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible.In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, running(a) knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help to determine the degree of fidelity between the curriculum and its application in the classroom and assess the impact of the curriculum on students knowledge, attitudes, and behaviour.As David Ausubel (1969) suggested the learning process should be approached like a mental journey Geoff Petty quotes We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are strictly developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century.