Year four pupils at Evergreen Primary Academy really enjoyed their PSHE (personal, social, health, and economic) sessions, thanks to the involvement of two staff members from the Bristol City Robins Foundation. During the sessions, pupils engaged in meaningful discussions about the concept of inclusion and why it is a positive force in their school and community. They also explored the harmful effects of discrimination and how it can negatively impact individuals and society. A spokesperson for the academy said: “Inclusion is an essential value for young people to understand and practice. “It’s been inspiring to see pupils at Evergreen Primary Academy approach these topics with such enthusiasm and thoughtfulness. Helping them recognise the importance of kindness and respect in their daily lives is wonderful.”
Cabot Learning Federation’s Post
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Building Inclusive Higher Education (IHE) Programs Where None Exist IHE programs are post-high school educational opportunities where people with an intellectual disability (ID) can continue their education. This collection of briefs from the Disability Employment TA Center highlights lessons learned and the stories of parent leaders who helped create IHE programs in communities where they previously didn’t exist. https://lnkd.in/gngm_ZD8
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Good to see the change of emphasis but reforms of the accountability system and exam/ testing regime as well as coherent and funded SEND policy will be key levers if this is to succeed.
Director at Wholehearted Learning, Consultant with Inclusive Attendance, Thrive Approach Apprenticeship Trainer. Go M.A.D. Thinking Engineer, Trustee - Transformation Trust, EMAT, Previous YJB Board Member
It’s encouraging to see Ofsted emphasising inclusion, ensuring schools serve all local children rather than selecting only those deemed likely to boost performance metrics. However, framing some pupils as “difficult” can obscure the deeper issues at play. These are often children who have faced systemic neglect, adversity, or trauma and have complex needs. Rather than labeling them as “difficult,” it’s more accurate—and compassionate—to view them as vulnerable young people who need substantial support, connection, and care. They may express their needs in challenging ways, but these are often the children who need the most love, understanding, and structured support to thrive, and communicate these needs, more often than not, significant distress, in sometimes quite unloveable of ways ❤️
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Embracing Diverse Pathways to Inclusion As discussions around the future of residential specialist schools continue, I am reminded of an essential truth: Inclusion does not look the same for all ākonga (students). Each learner is unique, possessing distinct strengths, challenges, and needs that shape their educational journey. Last week my team welcomed eight young people and their whānau for a week of thinking and talking about what life beyond school might look like as they think about whether they come for a year of Residential Transition here in Auckland. The recent insights from Nick Armstrong in this article highlight the importance of tailored support systems that recognise and celebrate these differences. For some ākonga, a residential specialist school provides the specialised resources, expertise, and environment necessary for growth and learning. For others, inclusive education may mean being integrated into mainstream schools with appropriate support that allows them to thrive alongside their peers. Key Takeaways: Diversity of Needs: Every student deserves an educational experience that caters to their individual needs. This may involve different environments, teaching styles, and support systems. Flexibility in Education: We must advocate for a flexible educational framework that embraces both residential and mainstream opportunities, ensuring every student can access the best pathway for their development. Collaboration and Understanding: Schools, educators, and whānau need to work collaboratively to identify the best options for each ākonga, respecting their voices and choices in the process. Let’s champion an educational landscape where every ākonga can flourish in a setting that best suits their unique needs. Inclusion must be an ongoing conversation, evolving to ensure that it truly serves all. #Inclusion #DiverseLearning #EducationForAll #SpecialistSchools #EmpoweringStudents https://lnkd.in/ghUSpwm4
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CCA attorneys sent a demand letter to Bridgeport Public Schools and the state outlining serious concerns about educational civil rights violations for students in Bridgeport. We welcome more localized accountability and training to improve outcomes for children and resources for educational staff. BUT statewide solutions are a MUST.
CCA attorneys Ilana Ofgang and Kathryn Scheinberg Meyer have steadfastly advocated and supported students in Bridgeport. In the midst of a 32-million-dollar deficit in the Bridgeport school district's budget, there have been proposals to cut staffing, especially for special education professionals. CCA attorneys, including our new Executive Director, Sarah Healy Eagan, sent a demand letter to the Bridgeport Board of Education highlighting the ways the district is violating children’s rights and proposed remedies to address the situation.
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We identify and eliminate barriers to personal and organizational growth by facilitating safe and affirming spaces to help people understand themselves and others.
Only Moving Forward. 150 years post Civil War, 70 years post Brown v. Board of Education, and 56 years post Fair Housing Act, New Jersey schools remain among the most segregated in the nation. The state's Equity in Education statement emphasizes actively pursuing equitable education and life opportunities for historically underserved students, reflecting and valuing diversity, and reviewing all decisions through an equity lens. Nonetheless, Black learners are the 6th most segregated, and Hispanic learners are the 7th most segregated in the nation. IWEA partners with state leaders, school administrators, and community advocates to enhance educational equity through leader and teacher training, aligning curriculum to NJ DEI SLS. Contact us at info@islaywalden.org or https://lnkd.in/eb7u2WtT to learn how we can help you build the capacity for more equitable educational outcomes.
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Education consultant aiming to drive the next advancements in the world of education and shape our future generations.
In celebration of Human Rights Day, integrating human rights education into schools across the valley offers a powerful opportunity for teachers and staff to model and promote the values of justice, equality, and dignity. By incorporating human rights topics into lesson plans, fostering inclusive classroom environments, and engaging in professional development, educators can equip students with the knowledge and tools to become informed, compassionate global citizens. School staff can further celebrate this day through workshops, collaborative discussions, and community outreach, ensuring that the principles of human rights are not only taught but actively embodied within the school culture.
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Director at Jasper Women’s Health Org., Undergraduate Research Fellow, Final Year Global Health & Social Medicine Student at King’s College London
Reflecting on my time at the National Union of Students Liberation Conference in Blackpool! I'm deeply grateful for the opportunity to represent King's College London as the Disabled Students' Network Chair at the recent NUS Liberation Conference. It was an experience filled with moments of inspiration, collaboration, and introspection. Highlights: - Engaging in debates surrounding crucial policies on international students and decolonizing the curriculum. - Participating in the Disabled Students' Caucus and connecting with fellow activists who share my passion for student advocacy. - Advocating for changes in ‘support for study’ policy and challenging the impact of mandatory interruptions on students, drawing from past campaigns like Edinburgh's. - Meeting countless individuals dedicated to student campaigns and political activism, particularly within the Black Students' Caucus. However, alongside these highlights, I can't ignore the lowlights: - Despite progress, policy still falls short in adequately addressing the issues faced by disabled students. Accessibility concerns persist, both during this conference and in previous ones. - Urgent questions linger: What immediate actions can we take to drive the change we desperately need? How can we ensure that disabled students’ issues are not sidelined but placed at the forefront of our collective efforts? - It's clear that annual conferences alone won't suffice. We need ongoing continuity in our efforts to effect lasting change. - Effective communication is paramount. We must articulate our goals and aspirations clearly to maximize the impact of these conferences. I would like to thank KCLSU and National Union of Students (UK) for the experience; hopefully I will be back!
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Head Girl at Preston Manor VI Form | MYP for Brent | London Rep on UK Parliament’s Youth Select Committee | Aspiring Diplomat
Hi all! 👋🏻 On the 16th April, myself and George (our new other MYP for Brent) attended a Community and Wellbeing Scrutiny meeting at Brent Council in regard to annual school standards and achievement's. 📚 I wrote the following 2 questions that both myself and George were able to ask to the councillors - who were extremely impressed with us: (1) In section 3.12.4 you state how "schools in Brent deliver high quality teaching that's differentiated and personalised to meet the needs of their pupils". Yet, in table 3 it's shown how only 60% of Special Schools in Brent received and Outstanding/Good rating in Ofstedsrating meaning 40% aren't up to standard. In contrast, other regular state schools are at 100% (other than Primary at 96%) Considering that these students at these schools would require extra help and aresources, but currently the ways in which it's provided isn't working in certain schools, how do you plan to make a change to this and provide for these schools? (2) In section 3.12.6 you describe how you've delivered an Anti Racist Approach workshop to groups of school leaders and headteachers. This is great to know that as a borough we are breaking barriers and training those who work at schools to share antiracist knowledge and offer the best practise. I wanted to ask that how - if you - plan to involve young people in this? This is really important as events of racism at schools often affect these students and they thus deserve a say on the what changes are being made and how that's being delivered. It was an absolutely wonderful experience and I look forward to seeing how the council actually makes these changes they described. 📝
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📚 Understanding Least Restrictive Environment (LRE) is crucial for anyone involved in special education. I just read an excellent article by Michael McCormick that breaks down this complex topic in a practical way. Key takeaway: LRE isn't just a checkbox—it's about thoughtfully creating opportunities for learners with disabilities to thrive alongside their peers while receiving appropriate support. The article expertly explains how IEP teams can make data-driven decisions that truly serve students' needs. If you're an educator, administrator, or parent involved in special education, I highly recommend reading this comprehensive guide. It offers valuable insights on: Making collaborative placement decisions Ensuring FAPE compliance Implementing effective progress monitoring Building trust between schools and families What's your experience with LRE implementation? I'd love to hear your thoughts! https://bit.ly/4hGsLOv #DistrictLeadership #IEPTeam #EducationEquity #IDEA #FAPE #InclusiveEducation #SpecialEdLaw #K12Administration #LRE #AllMeansAll
