LibGuides: LCT-5003: Week 5 Resources

Week 5 Required Resources

Textbook Chapters

Diversity and Inclusion in Global Higher Education: Lessons from Across Asia
Sanger, C. S., & Gleason, N. W. (2020). Diversity and inclusion in global higher education: Lessons from across Asia. Palgrave Macmillan.

Chapter 2 explores the principles of Universal Design for Learning (UDL) and their role in fostering inclusive educational environments. It emphasizes the importance of providing multiple means of engagement, representation, and expression to ensure that all students, regardless of background or ability, can access learning effectively. The discussion highlights how UDL principles enhance student-centered instruction and improve overall learning outcomes through flexible and adaptive teaching strategies.
Chapter 6 examines the role of diversity and cultural responsiveness in curriculum development. It argues that integrating diverse perspectives into lesson design enhances student engagement and critical thinking. The chapter provides strategies for educators to incorporate inclusive content, such as selecting texts from diverse authors, offering multilingual resources, and embedding culturally relevant teaching approaches. It also emphasizes the role of institutional support in sustaining inclusive teaching practices.

Articles

Exploring the Growth of Inclusive Curriculum: A Systematic Review of Scholar and Practitioner Perspectives
Smucker, A.D. (2024). Exploring the growth of inclusive curriculum: A systematic review of scholar and practitioner perspectives. International Journal of Inclusive Education, 28(12), 2750–2764.
This study provides a systematic review of inclusive curriculum development over the past 5 decades, examining perspectives from both scholars and practitioners. It defines inclusive curriculum as one that (a) addresses discrimination; (b) meets diverse student needs; and (c0 integrates content, pedagogy, and assessment methods. The findings highlight six defining characteristics of inclusive curricula: (a) accessibility, (b) flexibility, (c) intentionality, (d) authenticity, (e) challenge, and (f) student-centered design. The study highlights the need for continuous curriculum adaptation to ensure equitable learning opportunities for all students.
Community Voices in Curriculum Development
Mpuangnan, K. N., & Ntombela, S. (2024). Community voices in curriculum development. Curriculum Perspectives, Preprints, 1–12.
This research investigates the role of community engagement in shaping inclusive curricula. It applies the Social Reconstructionist Model to explore how community-based knowledge can enhance curriculum relevance and student engagement. The findings suggest that incorporating local cultural knowledge, traditions, and expertise leads to more meaningful and responsive learning experiences. The study advocates for active community participation in curriculum development to ensure that educational content aligns with the needs and values of diverse learners.