Education policy and procedures register > Curriculum provision > CRP-PR-009: Inclusive Education >

Key terms

Difference - acceptance that students come with uniqueness in background, ability, worldview, circumstance or life choice that needs to be understood and that racism and discrimination are inappropriate responses to difference and diversity.

Differences and similarities between groups are valued and used as the basis for coexistence and empowerment rather than for marginalisation and domination of some groups by others.

Diversity - encompasses notions of variety, heterogeneity, multiplicity and variegation within and between individuals and sees these use difference as a positive resource. The use of the term diversity may encompass differences in racial or ethnic classifications, age, gender, religion, philosophy, physical and cognitive abilities, socioeconomic background, sexual orientation, mental health, physical health, genetic attributes, behaviour, attractiveness, place of origin, cultural values, or political view as well as other identifying features.

Equity - provide necessary resources to redress disadvantage, meet needs of impairment, disrupt and prevent prejudice and provide differential support to enable all students to participate in the education system fully and achieve equitable outcomes.

Inclusive education - education enriched by diversity that is able to respond to the uniqueness of individuals to give them opportunity to actively participate in learning to respect and value difference and to develop productive processes for developing equity in their personal relationships and in their communities. Exploration of differences occurs in a safe, positive, and nurturing environment, moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual and between individuals and groups.

Inclusive curriculum

acknowledge the multiple perspectives that individuals bring to any learning situation as a result of their gender, ethnicity, class, age, sexuality, geographic location and/or physical abilities;
using diversity within and among groups as context for learning;
building on students' knowledge and skills so they have necessary background to participate in learning and to engage with curriculum;
using curriculum to develop attitudes, values, knowledge and skills for students to accept; value and respect others and preparing students for positive participation in work, family and civic life;
evaluating teaching and learning processes and content to improve practice through provision of a range of approaches, practices and procedures that contribute to better outcomes, competencies and academic achievements for all students and help create an inclusive society.

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