Curriculum, Learning Materials, and School Practices
Special School District will advocate for curriculum, learning materials, and school practices which reflect and include the principles of equity.
Research has shown that many school-based events and materials shape the learner by communicating messages that are not intended and of which the educator may not even be aware. Using research regarding the types of unintended messages students are often receiving in their work will help educators note those messages more easily and make wiser decisions on curriculum, learning materials, and school practices. Thus, allowing educators to be more aware of unintended messages and ways to modify or adapt them. This principle’s action plan prepares educators to make long-term decisions related to curriculum, learning materials, and school practices while sharpening their “eye” for unintended messages.
Questions to Consider
- Are curriculum, the learning materials, and the school practices inclusive, respectful, truthful, objective, and impartial across diverse audiences? How do we know?
- How do the messages we are communicating through the curriculum, learning materials, and school practices foster inclusion, respect, and fairness?
- What curriculum review tools are available and used across the District? Do they include opportunities for considering representation, multiple representations, inclusiveness, the language of inclusiveness, accessibility, accommodations, and student interest?
- Is the language used in the curriculum, materials, and classroom bias-free and culturally respectful? Are there concepts or terms that may be culturally specific and need to be changed to make them more accessible?
- Do images represent the full diversity of the learning community?
- Do images capture the diversity within the specific group with whom they will be used?
- Will the people portrayed in the images relate to and feel included in the way they are represented?