Abstract
This article provides a typology of approaches to the inclusion of diversity in the curriculum and a discussion of the issues and concerns in the development of an inclusive curriculum. The typology consists of two broad dimensions that underlie various approaches to inclusion: 1) the diversity as variety perspective; and, 2) the diversity as critical perspective. Various approaches are classified within these two perspectives and for each approach the curriculum goals and objectives, nature of knowledge content, instructional strategies, and contributions and criticisms are presented. The article concludes with a presentation of the phases of curriculum transformation in the development of an inclusive curriculum and presents the parameters that must be considered in the development of inclusion.
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