Inclusion in Our Curriculum: Are We Truly There Yet?

How inclusive is the curriculum in your school? I find myself asking this question time and again as I reflect on the evolving educational landscape. Despite the commendable strides made by many schools, especially in international education, it is undeniable that some children are still not fully included. Often, these children find themselves feeling like the proverbial fish being taught to climb a tree—a system designed to measure and reward strengths they may not naturally possess while overlooking their unique potential.

This morning, I sat down with our Head of Inclusion at Rusinga Schools for a deep-dive discussion about the experiences of certain neurodivergent children in our school. As we reviewed their progress and challenges, one thing became clear: while we have made significant progress in fostering inclusion, there is still more to be done to ensure that every child, regardless of their unique needs, feels seen, supported, and valued within our learning environment.

Over the years, Rusinga Schools has worked hard to build a culture of inclusion. We have embraced differentiated teaching approaches, implemented Individualised Education Plans (IEPs) for learners who need them, and cultivated a school-wide awareness of the importance of diversity. Yet, the reality remains that some students, especially those at the furthest edges of the learning spectrum, may not find our curriculum as accommodating or empowering as it could be.

One of the key questions we ask ourselves is how we can better serve the widest outliers in our learning spectrum while maintaining the high standards of education we are committed to. How do we ensure that children with profound learning differences, whether they are neurodivergent or have other exceptional needs, experience the same sense of belonging and achievement as their peers?

At the heart of inclusion is the belief that every child has something valuable to contribute and that our role as educators is to unlock and nurture that potential. However, this belief challenges us to go beyond traditional curriculum models and teaching methods. It compels us to create pathways that celebrate and build on students’ strengths, even when those strengths do not fit neatly into conventional frameworks.

Currently, we are developing an adapted project-based curriculum for some of our learners who may not thrive in a purely academic setting. This approach allows them to engage in hands-on, practical learning experiences tailored to their interests and capabilities. Yet, even as we design this curriculum, we are mindful of the blind spots that may still exist. Are we adequately preparing these students for life beyond school? Are we equipping them with skills that will empower them in the real world, or are we unintentionally reinforcing limitations?

I am particularly curious about how other schools around the world address these challenges. How do they balance the need for inclusivity with the demand for academic rigour? What innovative practices have they adopted to ensure that even the most diverse learners thrive? And, perhaps most importantly, how do they measure success for students whose journeys do not align with traditional benchmarks?

Rusinga Schools is immensely proud of the progress we have made in building a more inclusive learning environment. Over the past few years, we have invested in professional development for staff, enhanced our inclusion policies, and engaged parents as critical partners in this journey. These steps have borne fruit, with many children now feeling more supported and understood.

However, the journey of inclusion is not one that has a clear endpoint. It is a continuous process of learning, adapting, and improving. As educators, we must remain open to questioning our assumptions, embracing new ideas, and, above all, listening to the voices of our students.

I invite my colleagues and peers in education to join this conversation. How inclusive is your curriculum? What practices have worked for you, and what challenges do you continue to face? Together, we can share insights, inspire one another, and collectively move closer to the goal of truly inclusive education for all.