Guidance on Implementing a Disability Inclusive Curriculum
Where to Start: Understanding Disability as an Identity
One of the most important aspects of a disability inclusive curriculum is understanding that disability is an identity. As teachers, we know the importance of IEPs and 504s, but we may not have been exposed to the concept of disability as an intersectional social identity, just like race, class, gender, sexuality, religion, and other aspects of what make us who we are. Disability is one of many forms of human difference, and there is a rich disability culture worth exploring. The following resources are great places to start learning about disability as an identity before implementing your disability inclusive curriculum. When you’re ready, you can explore the archive for additional resources.
Videos:
What are Disabilities?: The word “disability” means different things to different people – and sometimes people don’t identify as having a disability at all. Rooted in Rights explains.
What Does it Mean to Overcome Disability?: Activist Annie Elainey: I hear this phrase a lot in a few variations, “overcoming disability,” “defying disability,” “disability did not stop them from…” and on and on, so I wanted to really sit with how this statement is used, what it implies, and if it is accurate.
Book:
Podcast:
You might consider selecting a video, book, or podcast episode to discuss within your school or grade-level/subject area team as you prepare to craft your curriculum. Questions could include:
How does this align with my prior understanding of disability?
What about this text surprised me?
What about this text resonated with me?
What questions do I still have?
How to Use Lesson Plans and Calendar of Events
Implementing New Lessons
Throughout our website, you will find a comprehensive set of materials focused on disability inclusive curriculum. Lessons are grouped by grade as well as subject area. The lessons and resources here include both those created by Disability Equality in Education as well as those that we have vetted and included (via link) to make a more user-friendly experience. All resources on DEE’s site have been created by or peer reviewed by people with disabilities.
While the aim of these lesson plans is for teachers to be able to integrate disability-related content into the curriculum, they can also be used as springboards for discussion amongst grade-level or subject specific teachers.
Reassessing Current/Past Texts and Lessons
If you are unsure of whether representation of disability in current curriculum is positive or accurate, you can use the “Disability Representation Audit” to analyze your texts, classrooms, and schools.
If you are using a core text that frames disability in a negative way, consider discussing and problematizing this portrayal with your students. You can also use secondary sources that supplement your curriculum, such as videos and podcasts.
Using a Calendar of Events
You can create a series of disability-specific events throughout the year, such as film festivals, disability pride days, disability-themed assemblies, or you could invite guest speakers and performers to share their experience with disability. For example, during Black History Month, you can include material that addresses the contributions of Black disabled people.
How to Form a Committee or Advisory Group
When forming a committee or advisory group to support the planning and implementation of disability-related curriculum, it's essential to ensure that diverse perspectives and expertise are represented. Here are some suggestions for forming a committee or advisory group:
Inclusive Representation: Include individuals with disabilities, educators, disability advocates, parents/guardians of students with disabilities, and representatives from relevant organizations or community groups. Aim for a diverse group that reflects different types of disabilities, cultural backgrounds, and experiences.
Stakeholder Engagement: Engage key stakeholders, such as school administrators, teachers, and students, to provide input and representation on the committee. Their insights and perspectives can help shape the curriculum and ensure its effectiveness.
Experts in Disability Education: Invite experts in disability education and inclusive teaching practices to contribute their knowledge and experience. These experts can offer guidance on best practices, accessibility considerations, and accommodations necessary for effective implementation.
Community Organizations: Partner with local disability-focused organizations, such as advocacy groups, disability service providers, or independent living centers. These organizations can provide valuable insights into the needs and challenges faced by individuals with disabilities and their families.
Parents/Guardians: Include parents or guardians of students with disabilities to provide firsthand experiences and represent the needs and interests of students with disabilities. Their input can help tailor the curriculum to meet the diverse needs of students.
Students: Ensure the inclusion of students with disabilities themselves. Their perspectives and experiences are crucial for creating a curriculum that is engaging, empowering, and inclusive. Consider involving both current students and recent graduates who can provide insights into the challenges they faced and areas for improvement.
Curriculum and Instructional Experts: Include curriculum developers, instructional designers, and special education professionals who have experience in designing and implementing disability-related curriculum. Their expertise will be valuable in ensuring that the curriculum aligns with educational standards and is tailored to meet the specific needs of students with disabilities.
Ongoing Feedback: Establish mechanisms to gather ongoing feedback from the committee or advisory group members. Regular meetings, surveys, and open communication channels will allow for continuous improvement and refinement of the curriculum.
Remember, the key is to foster collaboration, inclusivity, and diversity within the committee or advisory group to ensure that the disability-related curriculum is comprehensive, effective, and meaningful for all students.
Assessing Effectiveness
It’s equally important to have a way to measure the effectiveness of curriculum implementation. Consider the following topics and questions when assessing effectiveness:
Curriculum Content Evaluation
Inclusion of Disability-Related Topics:
Does the curriculum include disability-related topics across various subjects and grade levels?
Is there comprehensive coverage of different aspects of disability, such as awareness, history, and rights?
Representation and Diversity:
Does the curriculum feature diverse representations of individuals with disabilities in learning materials, examples, and resources?
Are the experiences and perspectives of individuals with disabilities accurately and inclusively portrayed?
Are topics framed through the social model of disability (where disability is a form of human difference, not a deficit)?
Collaboration and Support
Professional Development:
Is there adequate professional development available for teachers to enhance their knowledge and skills related to disability-inclusive curriculum?
Are there opportunities for ongoing learning and sharing of best practices?
Stakeholder Engagement:
Does the curriculum involve collaboration and engagement with parents, students, and the wider community regarding disability-inclusive education?
Are there mechanisms for collecting feedback and incorporating suggestions for improvement?