A Conceptual Framework for Developing an Inclusive Curriculum for All Learners with Intellectual and Developmental Disabilities

The ongoing debate about curriculum for learners with intellectual and developmental disability has become increasingly complex. The continuing segregation and poor outcomes of education for these learners has been widely noted. In this conceptual paper, we come together as researchers in this field from different geographical contexts and educational settings to take a step back and examine how we understand curriculum in the light of these ongoing issues. We outline a process of conceptual framework development, beginning with identifying existing assumptions about curriculum for learners with intellectual and developmental disabilities through a critical discussion. These assumptions are then interrogated by the researchers and a new dynamic approach to curriculum is proposed. This approach is applied to the literature to develop a high-level framework which is intended to guide the development of curricula that promote inclusion, lifelong learning, employment and social inclusion. The four Ps framework identifies areas for curriculum development, namely: Planning, Practice, Person-centred and Participation. Each category is further broken down into sub-categories to provide ways of thinking about curriculum that will allow us to approach its development afresh. We conclude by calling for a broader research agenda into curriculum that prioritises quality learning outcomes and social inclusion.