ABSTRACT
This chapter deals with curricular approaches to diversity in different school systems. Before the backdrop of a holistic, support-oriented approach to inclusion, we analyse and compare curricular approaches to diversity in school systems in Prince Edward Island (Canada), Finland, and South Tyrol. In order to shed light on normative structures in schools and teachings that are affected by inclusion, instruments such as curricula gain importance, since they act as links between school structure, school organisation and teaching, and they contain classification systems for dealing with diversity by language or disability.
