Curriculum Development for Inclusive Practice Essay

IntroductionIn education, the word jut is not new since the organisations of development and further education hurt long been associated with the idea of a class. Before starting the assignment, we would like to find out what it means by plan and what is curriculum development for inclusive practice. By definition, in ruleal education, a curriculum is the set of courses and their capacitances offered at an educational institution. John Kerr defined curriculum and later taken up by Vic Kelly in his standard work on the subject as, All the information which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983 in any case, Kelly 1999). There atomic number 18 four ways of approaching curriculum theory and practice1. curriculum as a body of knowledge to be transmitted2. computer program as product, i.e. an attempt to achieve certain ends in students3. computer programme as fulfil4. Curr iculum as praxisWe will express the later three ways in this assignment. These ways of approaching curriculum theory and practice plenty be also described in three disciplines the theoretical, the productive and the practical. These atomic number 18 illustrated as the map below(Source infed.org/ Curriculum theory and practice.)Inclusive curriculum refers to the functioning of developing and designing a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum created by the educational institution should aim to volunteer opportunities for all students to learn and to achieve. Also the curriculum should aim to promote students spiritual, moral, social and cultural development, to establish an entitlement and to establish standards. In this assignment, we will discuss how different theories, linguistic rule and specimens of curriculum have been developed and applied in a learning environment in swan to achieve these. Par ticular in this essay, we will accent on the dental consonant nurse trainingenvironment where all trainee dental nurses are expected to meet standard set by General alveolar Council (GDC) at the end of training regardless their background and entry levels.Analyse and discuss the influence of theories, principles and models of curriculum design with a view to promoting inclusive learning.Curriculum as productCurriculum as product model is also known as behavioural objectives model, as it heavily depends on the settings of behavioural objectives and it is implicated in the product of curriculum. It is the dominant model of describing and managing todays education. Because in modern education system throughout different stages and qualifications, certain standards or objectives are set and education institutions aim to draw up a plan to achieve these objectives and create methods in response to the plan. Outcomes reflecting on students learning abilities as come up as efficiency of these plans and methods will be measured. From above, there are four fundamental questions for education practiti acers1. What are the aims and objectives of curriculum?2. Which plan and methods meet these aims and objectives?3. How can these plans and methods be practiced?4. How can the extent to these plans and methods be evaluated? (Adapted by Tyler 1949)Curriculum as product is strongly supported by the behaviouristic model which believes knowledge is delimited and learning supposes to be overt, observable and measurable. It also believes the statements of objectives of the education institution should be a statement of changes occurred to students. (Tyler 194944) Regarding to stimulation of ordained changes to students, few major theorists have contributed to the behaviourist theory. Edward Lee Thorndike (1874-1949) believed learning was a process of linking physical and mental events in various combinations. Also, learning is enhanced when bonds are made between the stim ulus and the response. B F Skinner (1904-1990) innovated in operant conditioning and expanded on Thorndikes work on reinforcement of learning.In Skinners view, po baitive reinforcement strengthens behaviour by applying some encouraging events. Oppositely, negative reinforcement improves behaviour by removing someaversive events. Advantages of curriculum as product model include it makes assessment more precise it functions to select and structure teaching plan it makes teachers conscious of different types and levels of learning involved in particular subjects and it guides teachers and students on skills to be gained. However, some criticisms are also raised, such as it discourages teachers and students creativity the curriculum is too subject and run bound and some specific behaviours are appropriate for affective domain.Curriculum as processComparing to curriculum as product which is focusing on the outcomes, curriculum as process focuses on teacher and student activities. Ind eed, it emphasis on means preferably than ends. Rather than teachers set up objects and draw up teaching plans and methods, students have part in deciding nature of learning activities and therefore it is a more individualised atmosphere and different learning experience. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum as an attempt to communicate the essential principles and features of an educational suggestion in such a form that it is open to critical scrutiny and capable of effective translation into practice. Curriculum as process is supported by humanist model which concentrate upon the development of the students self- ideal. It believes learning is a gain towards the pinnacle of self-development.In the early(a) words, if students feel good nigh themselves and the concept of learning, it is a good start. There are a few theorists who contributed in the humanistic theory suc h as Alexander Sutherland Neill (1883-1973), Carl Rogers (1902-1987) and Abraham Maslow (1908-1970). The most pregnant theorist among these is Maslow, who invented hierarchy of basic removes and term Self-actualisation. The main advantages of curriculum as process model are it emphasis on active roles of teachers and learners as well as learning skills. It believes on certain activities as important in themselves and for life. However, people also criticize that it neglect considerations of appropriate content and it is difficult to apply approaches in some areas.Curriculum as PraxisCurriculum as praxis is a development of the process model. Comparing tocurriculum as process which is driven by general principles and emphasises on judgement and meaning making, curriculum as praxis makes an explicit commitment to emancipation. So basically, teachers need to have a proposal for actions involving essential principles and features of the education encounter. They encourage students to build up conversations and interactions between each other in the situation. These actions lead to a form of commitment to learning.Teachers continually evaluate this process and provide a view of outcomes jibe to this. Therefore through this approach, the curriculum as praxis itself develops through a dynamic interaction of action and reflection. Similar to curriculum as process, the curriculum also emphasises on the development of students self- actualisation. Therefore it is also supported by the humanistic model.Describe, critically analyse and reflect on which factors might affect curriculum design and how the curriculum can differ according to the context in which it is provided. Also describe and discuss the impact some of these factors have on your own specialism. As a dental nurse tutor, my students have spare-time activity characteristics firstly they are adult learners secondly they have different academic and cultural backgrounds as well as learning abilities they have an initial interest in the subject and a clear objective and motivation of getting qualification and becoming a dental nurse.Upon above characteristics of students, my role has following aims to create an inclusive learning environment for all my students to follow guidance from General Dental Council (GDC) and draw up teaching plans according to the guidance to help students dispatch GDC standard, carry theoretical assessments and gain GDC registration to provide great exposure of the practical side of training to students and make sure student reach GDC standard on practical/hand-on skills enabling them to gain registration. From above, it is not hard to see that the overall objective of getting GDC qualifications cannot be achieved by applying single curriculum design and model during my teaching. In fact, it requires a combination of curriculum as product, as process and as praxis as well as other auxiliary curriculums such as the hidden curriculum.Curriculum as productGDC re quires a certain theoretical assessment standard for trainee dentalnurses to reach. Students need to sit GDC exams for all the theoretical units they have attended. This has become the crucial objective for dental nurse tutors. In order to achieve this, we have created a practical plan and various methods in teaching. Firstly, classroom teaching has been arranged three times a week for two hours per class. Contents of teaching and learning are purely referenced to GDC publications and the classes are well organised and formatted. Secondly, weak bemock assessments to students are applied in order to track trainee dental nurses progress and provide feedback to our teaching methods. In order students to carry on progressing towards GDC exams, certain forms of encouragements and punishments have been applied which reflects on Skinners Reinforcement in behaviourist model.For example, students with top exam scores are offered scholarships and students with failed grades are required to attend plain classes and re-sit for exams. Curriculum as products model has provided a clear path for dental nurse tutors and trainee nurses to process towards objectives. However, it has also led some problems. Once trainee nurses are pushed too much towards exams and grades, they may lose enthusiasm and motivation. Also, as students are with ragged learning background and ability, trainee nurses who are lose of certain skills or previous knowledge may find reaching GDC standard particularly challenging. Here comes the concept of providing an inclusive practice, we will discuss this later in The hidden curriculum.Curriculum as processAs well as ensuring trainee nurses to pass GDC exams, they are also required to achieve strong practical skills and pass practical assessments. The practical side of training are carried out in trainee dental nurses work placements, usually within hospitals dental department, a local NHS dental practice or a cloistered dental clinic. After learnin g fundamental theories of dental knowledge, trainee nurses will work along with senior dental nurses and dentist to observe and practice skills at existent work place. Trainee dental nurses usually spend at least half of their entire training in work placements and the placement is well organised by both dental tutors and head nurse in dental practice. Trainee nurses learning progress is observed mainly by senior nurses and dentists at work placement, a report will be sent back to dental tutors regularly.Dental tutors also visit traineedental nurses work place on a regular basis to observe and assess on students progress. Curriculum as process within dental nurse training has closely followed the humanitarian model, especially Maslows hierarchy of basic needs. Trainee dental nurses have to gain fundamental knowledge of dentistry in order them to gain shelter once putting knowledge into practice. When they feel secured, they are more enthusiastic and motivated to achieve the next level and eventually gain self- actualisation.Curriculum as paxisAs mentioned in curriculum as process, dental nurse training values entire journey of students progress rather than the final exams. Trainee dental nurses are observed and assessed throughout their training in all different aspects. Apart from the practical skills, dental tutors are also aware of trainee nurses oral/ communication skills, writing skills, co-ordinating/ interacting skills with colleagues and patients as well as professional manner as a medical staff. All of these factors are observed and accessed via denary tunnels throughout classroom and work placement, such as dental nurse tutors, senior nurses and dentists, feedbacks from fellow trainee nurses and patients. As trainee nurses get more and more skilled in handling patients and communicating with fellow colleagues, they will find work get smoother and therefore they will gain more confidence and motivation in their job. This has reflected again on the humanistic model and Maslows hierarchy of basic needs. Development of inclusive practice and the hidden curriculumRegarding the characteristics of adult learning, although trainee nurses are more purposeful in learning and show more active participation, their previous knowledge background and learning ability may vary. In order to get all the students on the same line and help them to achieve GDC qualification, we have applied the hidden curriculum to achieve an inclusive teaching and learning environment for the trainee nurses. The hidden curriculum means all that is learnt during school/college activities that is not designated part of official curriculum, such as one-to-one class for individuals, extra assessments and mock exams. Although learning associated with the hidden curriculum is often considered in a negative way, we findthis is a suggestive method for adult learners.For trainee dental nurses who are lack of language skills or basic medical knowledge, we arrange episo dic individual class for them with one of our dental tutors. This is usually carried out in students and dental tutors spared time. As some trainee dental nurses are desperate in improving their essential skills, they feel rather welcome to the extra tuition and are willing to put in extra efforts. For trainee nurses who did not achieve satisfactory results in their mock exams before final GDC exams, we also occasional organise extra class for them and offer them opportunity to re-sit the mock exams. By carrying out occasional hidden curriculum, trainee nurses with less skill improve so that dental tutors are able to prepare them at the same level for GDC exams. This has helped us I developing inclusive practice within our institution in a different perspective.