tl;dr It's not so much about curriculum, but in delivery and materials.
I have specialised in issues of inclusivity in Computer Science within my university and have several publications in this area. Many of my papers look at inclusivity for students with alternate needs but I have also been looking at issues of gender issues that affect inclusivity.
The question asks what changes in a curriculum should one make? It depends somewhat on how you define curriculum and the scope of what a curriculum contains, which in my experience varies from place to place (or even discipline to discipline). In theory a curriculum is a document that defines higher level outcomes, competencies and broad brush subject areas. For example, it would say that students should be taught computer programming but not specify a language or software platform; it might say computer architecture without naming specific hardware devices and so on.
Thus we should have a universal curriculum that makes it clear what would be learned and demonstrate the value of the qualification without saying in detail the mechanisms by which those goals would be achieved (or am I being too theoretical in my pedagogics?).
What does need addressing to permit inclusivity in a computer science curriculum are aspects of delivery: the teaching material, the environment, the language, the people, the attitude. Many of these are human focused aspects of education.
There are probably too many detailed elements for me to include them all, but some important ones are:
Hearts and Minds: If your colleagues are not totally engaged in the diversity agenda, or see value in it then much effort in this direction would be attenuated. Everyone has to agree; the problem is convincing them. One has to point out that it helps recruitment, reputation, retention, income generation, student morale, improved results and so on. For the recidivists I just pointed out that to do otherwise would probably be illegal and perhaps result in embarrassing legal cases at some indeterminate time in the future, and would they like to explain their position in court? (That worked).
Language (spoken and written): Everyone has to be able to use appropriate language automatically and without undue effort. All class material should use appropriate language, and all verbalisations in class should be appropriate. Some examples from the past: do not assume programmers or manager would be male by slipping into "when he ...". Do not assume everyone can see the screen by saying "as you can see in the diagram..." (vision impairment) or assume that everyone is able to hear clearly, and so on. Use multiple forms of delivery in any class.
Images and Illustrations: Be careful in the selections of images used in teaching material. What do the images imply: like the languages do they imply particular attributes for the people pictured; particularly ones that not all students could relate to (e.g. all men etc).
Use Technology: As we are talking about computer science there is no excuse for not using technology. There should be online support for the classes (like a VLE) so students can download notes, copies of the presentations and even video recordings of the class. This can also allows assessment submission and feedback. This permits student with differing needs to use their own support technology to access the material without extra spport.
Unconscious Bias: Teachers needs to accept that they have implicit unconscious Bias use that awareness in their work. Colleagues might need to attend the available training.
Culturally Specific Examples: To help students understand difficult concepts examples and exercises are important. Picking the right examples will help learning. However there are cultural traps in these example which one should avoid because they might implicitly exclude or disadvantage a particular group. Assuming that students know how tax works or using abbreviations for tax forms or assuming they know something outside the subject like complex numbers or eigen vectors can be difficult.
Physical Access: An obvious one when considering diversity, but labs need adjustable height desks, doors wide enough for adult wheelchairs there need to be appropriate toilet facilities, appropriate break and rest areas, quiet and social spaces. All these address the needs of different groups. For example, our campus lacks a fully equipped disabled access toilet (i.e. one with a power hoist).
Regulations and Procedures: Are the institutional regulations for things such as attendance, submission of mitigation, repeat years and such like appropriately accommodating for the various needs of student groups or are they discriminatingly punitive in an attempt to be equal.
The wider institution: It is as important that management, IT provision and marketing for your institution are similarly minded. Without them many of the efforts in one subject area would just be made impotent by the lack of support from elsewhere.
Although not answering the question directly you may be interested in publications in this area. As has already been mentioned in comments, there is plenty of literature out there that you can refer to. Mine is but a splash is the ocean:
I hope that of that would be useful at pointing you at issues in this area.
