Inclusive curriculum

The mission of La Trobe University involves a commitment to equity, access and to principles of inclusion and diversity. La Trobe has a diverse demographic of students in relation to differences of language, cultural background, gender, sexuality, age, attendance pattern, family responsibility, religion and physical ability. This feature of the learning environment at the university is to be valued, articulated and negotiated in terms of the content and processes of the curriculum.

Why is inclusive curriculum important? 

All students come to university with unique life experiences and backgrounds. The same course will be experienced quite differently due to these diverse prior experience and expectations. Good teaching acknowledges and values this diversity in curriculum planning.

Inclusion relates to increasing the participation and enhancing the quality of learning of all students vulnerable to exclusionary pressures. The term 'inclusive curriculum' includes the teaching and learning environment, the course content, the processes of teaching and learning, and the assessment practices. Good teaching includes the design of a curriculum that addresses all these features.

An inclusive curriculum:

• Recognises that prior experiences inform students' expectations and experiences of the course
• Acknowledges and values the culture, background and experience of all students
• Is inclusive of gender, cultural and socioeconomic background, age, sexuality, and differences related to ability and disability
• Is responsive and gives expression to the knowledge base of the students and staff in teaching and learning
• Acknowledges that any curriculum decision is a selection rather than a complete 'truth'
• Makes explicit the rationales underpinning course design
• Makes clear the goals and standards, which include the key ideas or concepts of the discipline and the ways of arriving at an understanding of that discipline
• Provides fair access to and distribution of resources.
• (Sources: vu, uwa, ctlc, ramsden)

Teachers also bring a range of diversity issues to university teaching and learning contexts related to their own race, gender, age, ethnicity and cultural background, physical attributes and abilities and their own attitudes towards diversity. Teachers' physical features and communication styles, and the extent to which these differ from the physical, cultural and intellectual backgrounds of students, will influence the students' perceptions of the teaching and learning contexts and affect interactions in the classroom. An equitable way to manage diversity is to create a safe atmosphere in which your own, and the students', diversity can be included, discussed and valued.

The Creating Accessible Teaching & Support (CATS) website has a wide range of resources and guides for staff and students in developing resources and inclusive teaching. In particular see their information on online learning.

Universities Australia has developed guidelines relating to students with a disability for students with print disabilities.

The requirements of the Disability Discrimination Act 1992 and the Disability Standards for Education 2005 apply equally to staff and students of the University. It is important that all staff be aware of the information contained in the guidelines and familiarise themselves with their responsibilities.

Other useful resources can be accessed from Media Access Australia and Vision Australia.

If you would like this information made available in an alternate format please contact ctlc@latrobe.edu.au.