Rethinking Curriculum Design: The Case for Re-standardization in Advancing Inclusive Education

Written by Dr. Fariha Gul

In an era marked by rapid social, cultural, and technological change, education systems worldwide are under increasing pressure to respond to the diverse needs of learners. Inclusive education—defined as the right of all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, to learn together—has emerged as a guiding principle for equitable learning (UNESCO, 2009). However, many existing curricula remain outdated and misaligned with this vision. This has led to growing calls for the re-standardization of curriculum, not as a superficial revision, but as a deep, systemic transformation that reflects inclusive values and practices.

What Is Re-standardization of Curriculum?

Re-standardization refers to the process of systematically reviewing, revising, and restructuring the goals, content, pedagogy, and assessment strategies of a curriculum to ensure that it meets the evolving needs of all learners. Unlike traditional curriculum reforms, which often focus narrowly on academic standards or testing, re-standardization for inclusive education takes a broader, equity-centered approach.

This process acknowledges that a curriculum must not only transmit knowledge but also empower learners from diverse backgrounds to succeed. It requires curriculum developers and policymakers to interrogate whose knowledge is represented, whose experiences are validated, and who might be left behind by current curricular norms (Slee, 2011).

Why Re-standardization Matters for Inclusion

Addressing Diversity in the Classroom

Classrooms today are more diverse than ever before, encompassing students with disabilities, linguistic minorities, children from marginalized communities, and those with varying socio-economic backgrounds. A standardized curriculum that assumes uniformity among learners fails to address this diversity. Re-standardization allows for the inclusion of differentiated instructional strategies, multicultural content, and flexible learning objectives that are critical to meeting diverse needs (Tomlinson, 2014).

Promoting Equity and Social Justice

Education is not value-neutral. The curriculum plays a central role in shaping students’ understanding of identity, power, and citizenship. When a curriculum reflects dominant cultural narratives and marginalizes others, it perpetuates systemic inequalities. Re-standardizing the curriculum to center social justice, equity, and human rights can help students recognize and challenge discrimination in all its forms (Banks, 2004).

Implementing Universal Design for Learning (UDL)

A re-standardized curriculum rooted in Universal Design for Learning (UDL) principles ensures that instructional goals, methods, materials, and assessments work for all students—not just those considered “typical.” UDL encourages the use of multiple means of representation, engagement, and expression to support a wider range of learners (CAST, 2018). For instance, digital tools can support students with visual or hearing impairments, while scaffolded assignments can benefit those with learning difficulties.

Fostering Belonging and Participation

Inclusive education is not just about academic access; it’s about participation and belonging. A curriculum that validates diverse identities, languages, and perspectives helps foster a sense of community and inclusion within the classroom. Re-standardization ensures that the curriculum is co-created with input from teachers, students, parents, and communities, making it more responsive and relevant.

Challenges and the Way Forward

Despite its promise, re-standardizing curriculum for inclusive education poses several challenges. These include resistance from entrenched educational systems, lack of teacher preparedness, and limited resources. Policymakers must address these barriers by investing in teacher training, promoting inclusive pedagogical frameworks, and ensuring stakeholder participation in curriculum development.

Moreover, inclusive education must be recognized as a policy priority at both national and institutional levels. Without political will and systemic commitment, re-standardization efforts risk being reduced to token reforms.

Conclusion

Re-standardization of curriculum is not merely an academic exercise; it is a moral imperative. As education systems strive to be more inclusive, equitable, and responsive, the curriculum must be at the center of this transformation. By embracing diversity, promoting justice, and ensuring access for all, a re-standardized curriculum lays the foundation for truly inclusive education.

References

Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 3–29). Jossey-Bass.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

UNESCO. (2009). Policy guidelines on inclusion in education. United Nations Educational, Scientific and Cultural Organization.