Are We Any Closer to a Curriculum for Inclusive Education? The Cautionary Case of Curriculum Policy Development in Cyprus and Australia

This paper examines the tensions that inform the curriculum development in Cyprus and Australia, with a focus on the extent to which these include all students. The diachronic analysis of the historical development of tensions entailed a mapping exercise using archival materials linked with curriculum development in each country, leading to their comparison. Curriculum development and tensions are presented separate for each country, and are discussed in the context of existing studies referring to each context. Despite the geographical, historical, cultural and sociopolitical differences of Cyprus and Australia, similar competing tensions are evident. From the analysis five themes emerged: policy borrowing and international policy influences; persistence of special education arrangements; continuing tensions between separate and inclusive curriculum; ‘annexing’ of curriculum for students with disability; and, individualised approach to planning. The paper concludes that ableist thinking is dominant in the wider education policies and curriculum development, despite the inclusive education rhetoric. There is need to keep theorising and researching the curriculum and comparative research adds unique dimensions in this process.