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001464814 1001_ $$aOECD.
001464814 24510 $$aAdapting Curriculum to Bridge Equity Gaps.
001464814 250__ $$a1st ed.
001464814 264_1 $$aParis :$$bOrganization for Economic Cooperation & Development,$$c2021.
001464814 264_4 $$c©2021.
001464814 300__ $$a1 online resource (115 pages).
001464814 336__ $$atext$$btxt$$2rdacontent
001464814 337__ $$acomputer$$bc$$2rdamedia
001464814 338__ $$aonline resource$$bcr$$2rdacarrier
001464814 5050_ $$aIntro -- Table of Contents -- Executive Summary -- Key Messages -- What does research and international data say? -- Defining equality, equity, and inclusion in the context of curriculum design -- Equality in curriculum design -- Equity in curriculum design -- Inclusion in curriculum design -- Design Thinking and Universal Design for Learning (UDL) -- Design thinking -- Universal Design for Learning (UDL) -- Combining different approaches -- 1. Digital curricula -- Digital curricula that work for all students -- Digital curricula that support vulnerable students in particular -- 2. Personalised curricula -- Personalised curricula that work for all students -- Personalised curricula that support vulnerable students in particular -- 3. Cross-curricular content and competency-based curriculum -- Cross-curricular content and competency-based curriculum that work for all students -- Cross-curricular content and competency-based curriculum that support vulnerable students in particular -- 4. Flexible curricula -- Flexible curricula that work for all students -- Flexible curriculum that supports vulnerable students in particular -- What remains unknown -- Notes -- References -- Challenges and strategiesfor equity in curriculuminnovation -- Coping with uncertainty -- 1. Digital curricula -- Challenges -- Strategies -- 2. Personalised curricula -- Challenges -- Strategies -- 3. Cross-curricular content and competency-based curriculum -- Challenges -- Strategies -- 4. Flexible curricula -- Challenges -- Strategies -- Notes -- References -- Unintended consequencesand lessons learned -- 1. Use Universal Design for Learning as checklist -- 2. Change the paradigm of "learning and assessment" to favour the whole child and person development -- 3. Expect both untapped opportunities and new risks in public-private partnership.
001464814 5058_ $$a4. Avoid stigmatising personalised cross-curricular content and competency-based curricula -- 5. Do not underestimate the resources required to close observable and non-observable equity gaps -- Notes -- References -- Contributors list.
001464814 506__ $$aAccess limited to authorized users.
001464814 520__ $$aThis report takes a pragmatic look at equality, equity and inclusion in curriculum. It examines how curriculum can be adapted to meet specific needs of diverse learners, particularly vulnerable students. It also features a range of strategies which countries use to design curriculum, so that no student will be left behind.
001464814 588__ $$aDescription based on publisher supplied metadata and other sources.
001464814 655_0 $$aElectronic books
001464814 77608 $$iPrint version:$$aOECD$$tAdapting Curriculum to Bridge Equity Gaps$$dParis : Organization for Economic Cooperation & Development,c2021$$z9789264833210
001464814 852__ $$bebk
001464814 85640 $$3ProQuest Ebook Central Academic Complete $$uhttps://univsouthin.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/usiricelib-ebooks/detail.action?docID=6688776$$zOnline Access
001464814 909CO $$ooai:library.usi.edu:1464814$$pGLOBAL_SET
001464814 980__ $$aBIB
001464814 980__ $$aEBOOK
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001464814 983__ $$aOnline