Special Educational Needs

From Classroom to Career: What Happens When Dyslexic Children Grow Up?

Thu, 14 May 2026 08:54:32 +0000

What happens to dyslexic learners when they leave the structured support of school and enter a world that no longer recognises their needs?

For many, the transition from classroom to career reveals a stark reality: while dyslexia is lifelong, support is not. The strategies, adjustments, and understanding that once enabled success often disappear, leaving individuals to navigate higher education and employment without the same level of recognition or accommodation.

This raises an urgent question for educators and policymakers alike: are we truly preparing dyslexic learners for life beyond school, or simply supporting them within it?

I had a conversation with a high school student recently diagnosed with dyslexia, who described a profound sense of relief when everything finally began to make sense. He understood why he excelled in content-based subjects yet struggled with language-heavy tasks, and why it took him longer than his peers to complete schoolwork. “It all makes sense now,” he said. But his relief was quickly followed by uncertainty. He asked, “If I can receive accommodations to complete high school, will I have access to the same support when I go to college?”

Understanding Dyslexia Beyond School

Dyslexia is a lifelong, neurodevelopmental difference with a neurobiological basis that affects how the brain processes language. It extends beyond reading and spelling, influencing how individuals process information, organise tasks, and communicate across academic and professional contexts.

These processing differences often vary between individuals and can co-occur with both strengths and challenges across the lifespan. Importantly, dyslexia is not a measure of intelligence.

However, structured support available in schools—such as exam access arrangements, adaptive teaching, Universal Design for Learning (UDL) principles, and targeted interventions—is not consistently mirrored in higher education or the workplace. As a result, individuals are often expected to navigate systems that may not recognise or accommodate their needs.

While advocacy and professional development are increasing awareness among educators, this progress is not yet embedded across post-secondary and employment sectors, creating a disconnect that places greater pressure on individuals to self-advocate.

Recognising dyslexia as lifelong is essential to developing inclusive, sustainable support across all stages of life.

The Transition Gap: Education to Employment

The experiences of my students, along with many other children and young adults, highlight a significant, wider systemic gap between the educational system and the realities of adult life globally.

In schools, increasing awareness of dyslexia is leading to structured support, including exam access arrangements, targeted interventions, and more inclusive teaching practices. These adjustments enable learners to demonstrate their knowledge and build confidence in their abilities. However, this support is often time-bound and does not extend consistently beyond school.

As students transition into higher education, the responsibility to disclose their learning differences and access support shifts significantly onto the individual. Processes can be complex, inconsistent, and dependent on self-advocacy, which many are not adequately prepared for.

For my student, the question of whether support will continue is not simply administrative—it reflects deeper uncertainty about access, fairness, and opportunity.

This gap becomes more pronounced in employment. Recruitment processes and workplace expectations often prioritise speed, written communication, and standardised assessments, which may disadvantage dyslexic individuals.

Without clear pathways for continuity of support, many capable individuals face barriers that limit participation and progression. Addressing this transition gap is essential to ensuring early support translates into long-term outcomes.

“Dyslexia is an island in a sea of strengths”. Dr. Sally Shaywitz

Dyslexia is often viewed through a deficit lens; however, research highlights a more balanced perspective. As Dr. Sally Shaywitz (2003) explains, dyslexia can be understood as “an island of difficulty in a sea of strengths,” where challenges with written language coexist with significant cognitive and personal assets.

Students like mine, who demonstrate strong understanding in content-based subjects, often show strengths in reasoning, problem-solving, conceptual thinking, creativity, and empathy, alongside resilience and adaptability developed through navigating challenges.

These strengths are increasingly valuable in education and the modern workforce, where innovation and diverse thinking are essential.

However, they are not always recognised in systems that prioritise speed, accuracy, and written output. Reframing dyslexia through a strengths-based, neurodiversity-affirming lens is critical to ensuring these capabilities are identified and nurtured.

Workplace Realities and Challenges

Despite their strengths, many dyslexic individuals face persistent and often hidden challenges in the workplace. An adult diagnosed with dyslexia shared that, although he is a high-performing employee, he has struggled with spelling and writing throughout his life. Without formal support, he developed strategies to cope.

What remains unseen by employers is the additional effort required to meet expectations. He often works late to complete reports and begins tasks days in advance to allow more time. “If I don’t start early, I won’t have enough time at work to write it well,” he explained.

While AI-supported tools are beginning to reduce barriers in drafting and written expression, underlying processing difficulties remain, and access to these tools is often inconsistent and dependent on individual awareness rather than systemic provision.

Such experiences highlight how workplace systems can overlook hidden difficulties, placing the burden on individuals rather than embedding inclusive practices.

What Needs to Change: A Call to Action

Addressing the gap between education and employment requires a coordinated, cross-sector approach. While progress is being made in schools, this must extend into higher education and the workplace through policy alignment and accountability.

Schools must place greater emphasis on preparing learners for transition, including developing self-advocacy and awareness of support pathways.

Employers must move beyond awareness towards action by embedding inclusive recruitment practices, providing reasonable adjustments, and leveraging accessible technologies as standard.

At a policy level, governments must take greater responsibility by ensuring sustained investment in training, awareness, and systems that recognise dyslexia and other Specific Learning Differences (SpLDs) as lifelong differences across sectors.

Ensuring continuity of support must extend beyond education; it is a shared commitment to equity, inclusion, and enabling individuals to fully participate across all stages of life.

Conclusion

Dyslexia does not end at the classroom door, and neither should the support that enables individuals to succeed.

While progress is ongoing within schools, this must extend across the lifespan into higher education and employment. Recognising dyslexia and other Specific Learning Differences (SpLDs) as lifelong differences requires consistent, strengths-based support across systems.

Every learner deserves not only to be understood in school, but to be supported to thrive beyond it.

If dyslexia is lifelong, why does support so often end at the classroom door?

Fati Abubakar Siddique ADG

Dyslexia & SpLD Specialist

Inclusion Specialist & Advocate

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GESS Talks Webinar 44: Inclusion in Action: Shaping the Future of SEN Education

Wed, 28 Jan 2026 16:04:19 +0000

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The Hidden Cost of Outsourced Inclusion

Tue, 20 Jan 2026 17:03:48 +0000

As schools across the region continue to strengthen their commitment to inclusion, many have turned to outsourced support models to meet the growing needs of students with special educational needs. Learning support assistants, shadow teachers, therapists, and external specialists are now a familiar presence in mainstream classrooms. On the surface, this expansion appears to signal progress.

Yet, as we enter 2026, it is worth pausing to ask a more uncomfortable question: what is the true cost of outsourced inclusion, and who ultimately pays it?

While outsourcing has offered timely and practical solutions, it has also given rise to a quieter set of challenges that are less visible, but no less significant.

When Inclusion Lives Outside the Classroom

Outsourcing inclusion often begins with the best of intentions. Schools are responding to rising referrals, increasing complexity of need, and parental expectations for immediate support. External professionals bring valuable expertise, particularly in assessment, therapy, and short-term intervention.

However, when inclusion is delivered primarily by individuals who sit outside the school’s core teaching structure, a subtle shift occurs. Responsibility for a student’s learning, engagement, and progress can begin to move away from the classroom and towards the support professional.

Over time, inclusion risks becoming something that happens alongside teaching rather than within it.

Teachers may start to view certain learners as “supported elsewhere,” while support staff become the main holders of strategies, insight, and accountability. Unintentionally, the classroom itself becomes less inclusive, not more.

The Financial Cost

The most visible cost of outsourced inclusion is financial. Shadow support, private therapists, and external services represent a significant and often growing expense for families. For some, this creates a painful reality where access to effective inclusion depends not on need, but on affordability.

Yet the deeper costs are less easily measured.

When inclusion is outsourced, schools may invest less in developing internal capacity. Professional learning becomes fragmented. Teachers receive reports and recommendations, but rarely sustained coaching or shared problem-solving. SEN knowledge remains with individuals rather than becoming embedded across the school.

Over time, schools risk developing dependency without development. Support exists, but expertise does not grow.

The Impact on Students

For students, outsourced inclusion can be a double-edged sword. While individual support may help them cope day to day, it can also unintentionally reinforce separation.

Students who are supported primarily by an adult at their side may:

Engage more with the support adult than with peers
Be perceived as “managed” rather than actively taught
Miss opportunities to build independence and self-advocacy

In some cases, students are physically present but socially and cognitively isolated. They attend lessons, but do not fully participate in the shared learning experience of the classroom.

This form of exclusion is rarely intentional, yet its impact can be long-lasting.

The Cost to Teachers

Teachers remain at the heart of inclusive education, yet outsourced models can quietly erode their sense of ownership. When strategies are designed externally and implemented by others, teachers may feel sidelined from the inclusion process itself.

This can lead to:

Reduced confidence in supporting diverse learners
Over-reliance on specialists for everyday differentiation
Inclusion fatigue, where teachers believe deeply in inclusion but feel ill-equipped to deliver it

In the long term, this weakens one of the most powerful drivers of inclusion: teacher agency.

Inclusion as a School Culture

Perhaps the greatest cost of outsourced inclusion is cultural. When inclusion is treated as a service rather than a shared responsibility, it becomes vulnerable to inconsistency, turnover, and fragmentation.

True inclusion does not sit in a department, a job title, or a contract. It lives in:

How lessons are designed
How assessments are structured
How behaviour is understood
How progress is measured

Outsourcing can support this work, but it cannot replace it.

Rethinking the Role of External Support

None of this suggests that schools should abandon external expertise. On the contrary, specialists play a vital role when their work is integrated rather than isolated.

As schools look ahead, it may be time to reframe the purpose of outsourced inclusion:

From doing inclusion to building inclusion
From supporting individual students to strengthening classroom systems
From dependency to capacity-building

External professionals are most effective when they coach, model, and collaborate, enabling schools to develop their own inclusive practices over time.

A Question for the Year Ahead

As a new academic year begins, school leaders may wish to reflect not only on whether inclusion is in place, but on where it truly lives.

Is inclusion embedded within teaching and learning, or does it sit alongside it?
Are teachers equipped to lead inclusion, or primarily to refer it?
Are students supported towards independence, or sustained dependence?

The cost of outsourced inclusion is not simply financial. It is measured in culture, confidence, connection, and long-term sustainability. The most inclusive schools may not be those that outsource the most support, but those that invest deeply in owning inclusion from within.

Author;

Dr Massrat Shaikh

Educational Psychologist.

www.massratshaikh.com

[email protected]" style="color:#467886; text-decoration:underline">[email protected]

Dr. Massrat Shaikh is an Educational Psychologist specializing in diagnostic assessment and educational intervention for students with special educational needs, working in partnership with schools to support inclusive practice.

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4 months 4 weeks ago

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What Schools Risk When SEN Is Not Owned Internally

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“One Size Does Not Fit All” Inclusion Begins with Mindset

Mon, 05 Jan 2026 15:42:52 +0000

“One size does not fit all.”

Six simple words, yet they carry a depth that can change a mindset and, more importantly, change a student’s life. When truly understood and practiced, this belief has the power to influence a learner’s confidence, academic journey, and even their future career.

Inclusion is often discussed in terms of policies, frameworks, and evidence. However, its true essence goes far beyond documentation. Inclusion is first and foremost a mindset , one that every educator should carry in their heart before carrying it into their lesson plans.

I may not have formally studied Special Educational Needs, but I strongly believe that inclusive thinking is not a qualification; it is a responsibility.

Seeing the Learner Before the Label

I once taught a student who struggled significantly in mathematics. Her academic performance was declining, and she rarely engaged in class discussions. However, one thing stood out immediately she was an artist. Her notebooks were filled with drawings, shapes, and visual expressions. While numbers confused her, creativity was her natural language.

Providing her with extra worksheets that explained the same concept in the same way was not inclusion. Informing parents without fully understanding the learner’s needs was not inclusion either. Even documenting every attempted intervention simply to prove that “everything was tried” is not the purpose of education.

Teaching should never be about collecting evidence to justify failure.
Teaching is about preventing failure by understanding the learner.

Teaching from the Heart, Not Only from the Book

While preparing for my Project Management Professional (PMP) certification, one concept deeply resonated with me: root cause analysis. The most effective solutions are not always the fastest or the most obvious , they are the ones that address the core of the problem, not just its symptoms.

Education is no different.

Instead of asking why the student was not improving, I asked a different question:
What is preventing her from understanding in the first place?

The answer was clear abstract symbols did not connect with her way of thinking.

Turning Variables into Shapes

I decided to try something different. I took a mathematical question she could not solve and transformed the variables into shapes. On the surface, the question appeared even more complex, yet visually it made sense to her.

She solved it.

I was genuinely shocked.

What surprised me even more was realizing that she herself may not have known that learning mathematics this way could be easier for her. This experience reinforced a powerful truth: students should not be expected to tell us how to teach them. That responsibility lies with us as educators.

We must try, explore, experiment, and balance different approaches until learning becomes accessible.

Inclusion Is a Shared Responsibility

I firmly believe that one hand cannot clap. Inclusion is not an individual effort , it is a collective one. When educators inspire one another to try new strategies, students benefit in ways that go far beyond grades.

Even when a challenge does not exist in our own classroom, it still matters.

When I learned that some teachers struggled to explain mathematical concepts to visually impaired students, I began researching ways to support them. This led to the idea of the Braille Cube , a tactile tool designed to help visually impaired learners sense mathematical representations rather than merely imagine them.

Students can hear numbers, but how can they visualize graphs, shapes, or spatial relationships? A tactile approach allows them to feel mathematics, supporting long term understanding and confidence far more effectively than temporary methods such as drawing on a student’s hand.

Innovation, Technology, and Thoughtful Balance

Today, technology and AI offer powerful opportunities to enhance inclusion , if used wisely. AI tools can help educators design differentiated activities, address diverse learning preferences, and even integrate Early Years strategies into secondary classrooms.

However, technology should never replace pedagogy. It should support it.

When combined thoughtfully with creativity, observation, and empathy, technology becomes a bridge , not a shortcut.

A Call to Educators

We are here for a reason. Together, we can make a difference.

Imagine how many students feel lost because their needs were never truly understood. Imagine how many learners with special needs are still waiting for an innovative approach that speaks their language.

Inclusion is not about having a specific type of student in your classroom.
It is about being the type of teacher every student deserves.

When we move away from “one size fits all” and toward teaching that honors individuality, we do more than improve learning outcomes , we shape confident, capable future leaders.

By Dana Kamal Moh’d Abdel Jabbar

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5 months 1 week ago

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Rethinking Literacy Instruction: The Need for Neuro-Inclusive Design

Millie Sherwood — Fri, 06 Jun 2025 10:38:59 +0000

The instructional design is structured around five pillars developed through fieldwork and iterative refinement:

1. Cognitive Literacy Integration – Instruction is informed by neurocognitive profiling, emphasizing individualized strategies for attention, memory, and executive functioning.

2. Multisensory Engagement – Lessons are constructed to activate visual, auditory, and kinesthetic channels, allowing students to process text through a variety of sensory pathways.

3. Expressive Arts and Language Development – Music, spoken word, and visual arts are used not as supplemental activities, but as integral elements of literacy instruction, enabling students to construct meaning in dynamic ways.

4. Cultural Identity as a Literacy Resource – Students' cultural narratives and lived experiences are positioned as foundational texts, creating relevance and increasing motivation to engage with academic materials.

5. Public Demonstration of Learning – Opportunities such as performances, student-led instruction, and podcasting serve as platforms for learners to externalize and share their literacy development.

Observed Outcomes

The framework has been implemented in both formal classroom and out-of-school settings, with reading assessments and qualitative observations used to measure its impact. Among the key findings:

- Reading Proficiency Gains: Participants demonstrated between 0.5 and 4 grade levels of reading growth within instructional periods of 4 to 10 weeks.

- Improved Fluency and Engagement: Approximately 85% of neurodivergent learners made measurable gains in fluency, particularly when expressive arts were embedded in instruction.

- Increased Participation: Students previously identified as disengaged or “non-readers” began initiating participation and expressing increased ownership of learning.

Contextual Applications

Nigeria (Community-Based Pilot): Students facing school interruption due to economic and sociopolitical instability participated in literacy instruction built around oral storytelling, role play, and collaborative reading. Significant improvements in both reading and self-confidence were observed.

United States (Afterschool and Hybrid Models): In urban programs based in Atlanta and Washington, D.C., students experienced between 1.5 and 3 years of reading growth within a single academic quarter. These settings also documented reduced behavioral disruptions and increased student persistence.

Toward a Broader Definition of Literacy

This model posits that literacy development should begin not with remediation of perceived deficits, but with recognition of learner strengths—whether cognitive, cultural, or creative. By integrating UDL with culturally sustaining pedagogy and the arts, this framework offers a pathway for re-engaging students too often left behind by traditional methods.

Written by Bathsheba Smithen, M.S. Founder & CEO, Cage Free Voices | Dr Jacqui Virgil, Executive Officer, Cage Free Voices | Dorothy Rice, M.A.T., Chief Content Officer, Cage Free Voices

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1 year ago

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Prevailing literacy curricula often emphasize standardization over individualization, inadvertently marginalizing students with neurodevelopmental variations such as autism, ADHD, and dyslexia. These students frequently encounter instructional approaches that do not align with their cognitive processing styles or cultural contexts. In response to these challenges, the authors—educators and practitioners at Cage Free Voices—developed a model integrating Universal Design for Learning with the Science of Reading. This framework emerged from ongoing work in classroom, afterschool, and community-based settings across Washington, D.C., Atlanta, Maryland, and Lagos, Nigeria. It proposes a more inclusive literacy pathway that values identity, narrative, and multiple forms of expression.

GESS Talks Webinar 33 - Empowering Every Learner: SEN and Inclusive Education in Practice

Millie Sherwood — Thu, 30 Jan 2025 16:04:55 +0000

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Inclusive EdTech Solutions: Bridging Gaps in Education

Jihan Ali — Wed, 22 Jan 2025 14:09:59 +0000

What Is Inclusive EdTech? Inclusive EdTech refers to tools and platforms designed to accommodate diverse learning needs and remove barriers to education. These solutions cater to students with disabilities, those from underserved communities, and learners with varying educational requirements. By leveraging technology, educators can create adaptable and personalized learning environments.

Key Features of Inclusive EdTech Solutions

1. Accessibility for Students with Disabilities

Screen Readers and Text-to-Speech Tools: Applications like JAWS or VoiceOver convert text to speech, enabling visually impaired students to access written materials.

Screen Readers and Text-to-Speech Tools:

Applications like JAWS or VoiceOver convert text to speech, enabling visually impaired students to access written materials. Speech-to-Text Technology:

Tools like Otter.ai or Dragon NaturallySpeaking help students with mobility or writing challenges by transcribing spoken words into text.

Adjustable Interfaces: Platforms that offer customizable font sizes, contrast modes, and keyboard navigation empower students with various physical and cognitive needs.

2. Language and Cultural Inclusivity

Multilingual Support: EdTech platforms that support multiple languages, like Duolingo or Khan Academy, allow students from diverse linguistic backgrounds to engage with learning materials.

Culturally Relevant Content: Tools that incorporate regional context and stories make learning relatable and engaging for students from different cultures.

3. Personalized Learning Paths

AI-Powered Adaptation: Platforms like DreamBox or Smart Sparrow use artificial intelligence to tailor lessons based on a student’s pace and learning style.

Gamification: Incorporating elements like rewards and interactive games keeps students motivated while accommodating varied learning speeds and styles.

4. Remote Learning Solutions

Offline Capabilities: For students in areas with limited internet connectivity, tools like Kolibri provide offline access to quality educational resources.

Low-Bandwidth Options: Platforms optimized for low data usage, such as Zoom’s low-bandwidth mode, ensure more equitable access to virtual classrooms.

5. Practical Applications in Schools

Assistive Technology Integration: Schools can integrate screen readers, braille displays, and voice-activated devices into classrooms to support students with disabilities.

Teacher Training Programmes: Educators should receive training on how to use inclusive EdTech effectively, ensuring the tools are applied meaningfully.

Community Partnerships: Collaborating with organizations that specialize in EdTech can help schools gain access to resources and expertise.

6. Challenges to Overcome

While the potential of inclusive EdTech is vast, challenges remain:

Cost Barriers: Many schools, especially in low-income regions, struggle to afford advanced technology.

Digital Literacy: Both teachers and students need training to effectively use EdTech tools.

Infrastructure Gaps: Reliable electricity and internet access remain obstacles in some areas.

The Role of GESS Education Events like GESS Education provide a platform for showcasing and exploring the latest in inclusive EdTech. By connecting educators with innovators, GESS helps schools discover practical solutions that can transform their classrooms. Attendees can experience hands-on demonstrations, hear success stories, and collaborate on strategies to implement these technologies effectively.

Conclusion

Inclusive EdTech solutions are not just tools but catalysts for change. By prioritizing accessibility, personalization, and cultural relevance, these technologies ensure every student has the chance to thrive. With continued innovation and collaboration, we can create a world where education truly leaves no one behind.

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Inclusive EdTech Solutions: Bridging Gaps in Education

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Education is a universal right, but for many students, barriers like disabilities, geographic isolation, or lack of resources can make accessing quality education a challenge. Inclusive EdTech (Educational Technology) solutions offer a practical pathway to bridge these gaps, ensuring every student has the opportunity to learn and succeed. At GESS Education, we celebrate the potential of EdTech to transform classrooms into inclusive spaces for all learners.

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GESS Talks Webinar 33 - The Future of Inclusion: Supporting Every Student

Jihan Ali — Wed, 22 Jan 2025 09:52:20 +0000

MEET THE PANELLISTS:

Dr Helen Wright (Chair) – Director, Global Thought Leadership; Executive Coach to Leaders

Dr Helen Wright is a highly regarded global leader with an energetic career spanning almost 3 decades in UK and international education. She led schools and held national and international roles in education in the UK and Australia for over 13 years until 2014, before embarking on an independent portfolio career in leadership recruitment, executive coaching and governance advisory. As a highly regarded International Education Advisor, with a warm yet determinedly incisive style, she challenges and coaches educational and other leaders globally to think and act ambitiously. She holds several Board Director roles, and she recruits international school leaders as an Associate of LSC Education. She currently works with schools, leaders and companies in countries including Qatar, Oman, UAE, China, India, Europe and the UK.

Louise Dawson – Founder, Louise Dawson Professional and Management Development Training

Louise has been supporting schools and children with additional needs since 1998. These needs include social emotional, English as an additional language, advanced learners and those with special needs. She was born in the UK, has lived in the UAE since 2012, and was in Hong Kong from 1994-2002. She has parented 3 neurodiverse children and is herself AuADHD. Louise is a qualified teacher, SENco/Head of Inclusion and experienced senior school leader, Governor and Government advisor. After 10 years, in 3 Dubai premium schools, she now supports schools and families across the world to make learning more accessible and meaningful. This includes school improvement & training, parent & child advocacy, employment opportunities and signposting to resources & products that make learning accessible across the world.

Faiza Mubeen - Director of Inclusion, Beech Hall School Riyadh

Faiza is a seasoned professional educator with more than 15 years of Middle East experience primarily in education management and wellbeing with inclusion at the top priority. Her current role as the Founding Director of Inclusion/senior leadership at a premium school in Riyadh, coupled with her previous experience as a Senior Academic Advisor and Whole School Counselor in the UAE, with a comprehensive knowledge in teaching, learning, school management, and improvement policies. As the Head of Inclusion, Pastoral Care, and Academic Advisor/Career Counselor, she made sure that every stakeholder was encouraged and motivated through a pre-emptive and restorative support system. Her expertise encompasses American curriculum (common core) accreditation processes with NEASC, WASC, along with guidance counseling, career counseling, preparing for aptitude tests, calculating GPA, IEP writing, assessments, report writing, and ensuring compliance with the inclusion framework. Her specialty also include creating pathways such as vocational pathway, American advisement pathway for students in order to achieve their academic potentials.

Massrat Shaikh - Educational Psychologist, Kawakib Solutions

Massrat is a distinguished Educational Psychologist with 15 years of professional experience in Oman, specializing in children's learning problems and special needs. She is a consultant to numerous schools across Oman and is a leading provider of learning solutions for children with special educational needs throughout the GCC countries. Recognized for her contributions to education, she has been designated as a leader in education by GESS Dubai and has been acknowledged as an education influencer. Additionally, she has been shortlisted twice for the GESS Awards in the Inclusion and Wellbeing category. Currently, Massrat is a Ph.D. scholar, author, and speaker, continuing to advance her expertise and impact in the field of education

May Zalat – Founder, IECE Initiative

May Zalat is an early childhood educational consultant, qualified trainer, and Positive Discipline Parent Coach with over sixteen years’ experience in the early years. With a strong foundation in early childhood education and a profound passion to ensure that every child, regardless of their abilities, has access to inclusive opportunities in education. May has initiated IECE (Inclusion in Early Childhood Education), an initiative aimed to empower and educate early childhood professionals to create inclusive environments to cater to the needs of all children. By breaking down barriers through knowledge sharing and partnership building, they strive to create a more inclusive landscape in UAE nurseries. This initiative is driven by a genuine desire to give back and make a positive impact in the early years education sector in the UAE. By providing free monthly sessions and fostering a culture of collaboration and knowledge-sharing, we aim to support nursery leaders and educators in creating more inclusive environments for all children. In her role as Head of Education at Blossom Nurseries, she is involving effectively leveraging her extensive experience and qualifications to drive positive change in early childhood education, nursery management, educator training, and coaching. As a visionary leader, May inspires those around her to not only join, but to LEAD the change.

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GESS Talks Webinar 33 - The Future of Inclusion: Supporting Every Student

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What’s next for special needs provision and inclusion? On Thursday, 30th January at 12:00 GMT / 16:00 GST, join top education experts to explore impactful practices and bold ideas transforming student support in 2025 and beyond.

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Unlocking the Benefits of Teacher and Teacher Assistant Collaboration: Practical Strategies for Inclusive Classrooms

Jihan Ali — Tue, 21 Jan 2025 10:56:17 +0000

The Challenge: Barriers to Collaboration

Role Ambiguity

Unclear responsibilities often lead to task duplication or missed opportunities to support students effectively (Blatchford et al., 2012).

Power Imbalances

TAs may feel undervalued or excluded from decision-making processes (Giangreco & Doyle, 2007).

Limited Training

Many TAs lack specialized skills to address the diverse needs of learners (Symes & Humphrey, 2012).

Time Constraints

Co-planning and reflection are difficult to prioritize in busy school schedules (Webster et al., 2015).

Reflective Question:

How does your school address these challenges? Are there specific barriers that affect your classroom collaboration?

Strategies for Success

1. Clarify Roles Clearly defined roles ensure teachers and TAs complement each other’s strengths and avoid overlap

• Teachers: Focus on lesson planning, instruction, and assessment.

• TAs: Provide individualized student support, assist with classroom management, and adapt materials for diverse learners (Blatchford et al., 2012).

3. Communicate Effectively Clear and open communication ensures alignment and builds trust between teachers and TAs.

Clear and open communication ensures alignment and builds trust between teachers and TAs.

• Daily Check-Ins: Brief discussions about immediate priorities and concerns help maintain focus (Allday & Pakurar, 2007).

• Feedback Loops: Encourage TAs to share observations about student progress and suggest improvements.

• Digital Tools: Use platforms like Google Workspace or Trello to streamline communication and document plans.

Reflective Question: How often do you invite your TA to provide feedback? Could stronger communication improve your partnership?

4. Empower TAs Through Training

Empowering TAs with professional development ensures they feel valued and prepared to contribute effectively.

• Specialized Workshops: Training on topics like behavior management and assistive technologies equips TAs with essential skills (Shaddock et al., 2007).

• Mentorship Programmes: Pair experienced TAs with new ones for skill-sharing.

• Leadership Opportunities: Involve TAs in planning meetings or parent conferences.

Real-Life Example:

At a high school in Sydney, a TA trained in assistive technology introduced a student with cerebral palsy to speech-to-text software. This innovation not only boosted the student’s confidence but also reduced barriers to learning.

Systemic Call: Advocacy for policies that fund TA training and career advancement pathways are critical (Symes & Humphrey, 2012).

Reflective Question: What professional development opportunities exist for TAs at your school? How can they be improved?

5. Reflect and Evolve Regular reflection allows teachers and TAs to assess and improve their collaboration.

• Collaborative Checklists: Use tools to evaluate role clarity, communication, and student outcomes.

• Student-Centered Metrics: Measure impact through data like academic progress and engagement.

• Leadership Support: School leaders should facilitate reflective practices and provide feedback (Webster et al., 2015).

Visual Aid Suggestion: Include a sample checklist for evaluating the effectiveness of teacher-TA collaboration, covering areas like communication, planning, and student outcomes.

Reflective Question: What aspects of your teacher-TA partnership are working well? What could be improved?

Addressing Systemic Barriers

Teacher-TA collaboration cannot thrive without systemic support. Schools and policymakers must address broader issues, such as:

• Funding Gaps: Secure funding for co-planning time and professional development

. • Equitable Pay: Ensure TAs receive fair compensation that reflects their critical role in education.

• Cultural Shifts: Promote a culture where TAs are seen as partners, not subordinates (Giangreco & Doyle, 2007).

Reflective Question: How does your school recognize the contributions of TAs? Are there opportunities for systemic improvement?

Impact on Student Success

Research consistently shows that teacher-TA collaboration improves outcomes for all students, especially those with special needs (Symes & Humphrey, 2012). By fostering teamwork, we can create classrooms where every learner feels supported and empowered to achieve their potential.

Schools can transform classrooms into inclusive spaces where students thrive by clarifying roles, co-planning, communicating effectively, and empowering TAs. It starts with one step—whether it’s defining roles, scheduling a planning session, or advocating for systemic change.

References

• Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student ontask behavior. Journal of Applied Behavior Analysis, 40(2), 317–320. [https://doi.org/10.1901/jaba.2007.36-07] (https://doi.org/10.1901/jaba.2007.36- 07)

• Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.

• Giangreco, M. F., & Doyle, M. B. (2007). Teacher assistants in inclusive schools: Guidelines for collaborative roles. Teaching Exceptional Children, 39(4), 50– 57.

[https://doi.org/10.1177/004005990703900407](https://doi.org/10.1177/004005990703900407)

• Shaddock, A., Giorcelli, L., & Smith, S. (2007). Students with disabilities in mainstream classrooms: A resource for teachers. Australian Government Department of Education, Science, and Training.

• Symes, W., & Humphrey, N. (2012). Including students with autism spectrum disorders in the classroom: The role of teaching assistants. European Journal of Special Needs Education, 27(4), 517–532. [https://doi.org/10.1080/08856257.2012.726019](https://doi.org/10.1080/0885625 7.2012.726019)

• Webster, R., Blatchford, P., & Russell, A. (2015). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, 35(1), 1–18. [https://doi.org/10.1080/13632434.2014.962497](https://doi.org/10.1080/1363243 4.2014.962497)

About The Author

Dr. Emanuel Vincent, Ed.D.

Dr. Emanuel Vincent is a leading education consultant with over 25 years of experience in Special Education, Coaching, Education Policy, and Leadership. As a Consultant at Pinkgrape Consulting (PGC), he works to create inclusive learning environments, drive policy innovation, and develop sustainable leadership strategies that empower educators and learners globally.

focusing his research on advancing equity and inclusion in Special Education. His expertise is enriched by participation in prestigious programs such as the Fulbright Program in Japan and the Carnegie Fellowship at Northeastern University, where he contributed to global education initiatives and policy development.

He actively mentors’ educators through the Association of International Educators and Leaders of Color (AIELOC) and shares insights as a writer for Global Education Supply & Solutions (GESS). Recognized for his contributions to education, Dr. Vincent has received honors such as the Massachusetts Education Policy Fellowship, acknowledging his leadership in shaping impactful policies, and the Springfield College Writing Fellowship, highlighting his dedication to effective communication in education.

Dr. Vincent’s work is defined by his commitment to transforming education systems through innovative solutions, equity-driven practices, and a focus on learner success. A trusted thought leader, he collaborates with schools, policymakers, and organizations to build inclusive and sustainable educational ecosystems.

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1 year 4 months ago

Short title

Unlocking the Benefits of Teacher and Teacher Assistant Collaboration: Practical Strategies for Inclusive Classrooms

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Introduction In inclusive classrooms, where diverse learners require tailored support, the partnership between teachers and teaching assistants (TAs) is essential. Effective collaboration enhances student engagement, academic success, and classroom harmony (Blatchford et al., 2012). However, many educators struggle to create seamless partnerships due to challenges like role ambiguity and limited resources. This article offers actionable strategies, enriched by real-life examples and reflective prompts, to help teachers and TAs build a stronger, more inclusive classroom.

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Innovative Solutions for Inclusive Math Education

Jihan Ali — Wed, 08 Jan 2025 15:09:33 +0000

As a math teacher, I noticed that one of the challenges visually impaired students face is understanding mathematical graphs. While they can listen to and understand other mathematical concepts, grasping graphs is more difficult. How can they imagine what a graph looks like? How challenging is it for them to follow the teacher's instructions about translations, reflections, or intersections? It can be embarrassing for these students when others understand how a graph looks or how to translate it, while they struggle to visualize it.

I interviewed several teachers to understand how they deliver the concept of mathematical graphs to visually impaired students. Many of them told me they draw the graph on the student's palm, which helps the student imagine the drawing. While this is a good solution, it may not build long-term confidence. Will the student feel comfortable when the teacher needs to draw on their palm repeatedly? Will they remember the drawing for a long time? The answer is likely no. They may feel embarrassed asking the teacher to draw it again.

As a solution, I worked using Autodesk Fusion and created a hand-sized cube that contains a mathematical graph and a Braille title. This allows the student to touch and feel the graph, helping them to remember the drawing longer. By feeling where the intersection is, they can begin to imagine translations and other transformations.

This educational cube has great potential, especially as it becomes more interactive and covers various graphs across different grades.The cube was tested by a visually impaired grade 12 student at our school, who loved it. We presented the idea at an innovation exhibition held by Emirates Schools Establishment and are now working on improving it. Innovations like this are key to creating a safe, inclusive learning environment for all students.

This journey toward inclusivity also reminds me of one of my unique and talented grade 11 students. Initially, many thought she was careless or a low achiever. We tried remedial plans like videos explaining the material, but they didn’t work. It wasn’t because she wasn’t capable or didn’t want to learn. It was simply because she’s unique in how she learns.

The "one size fits all" approach to teaching is flawed because it assumes all students learn the same way. Curricula should be differentiated to meet the individual needs of each student. Only then can students receive the best possible education and prepare for future success. I realized this during a complex math lesson. Knowing this student was talented in art, I decided to try something different. Instead of using x and y, I replaced them with a heart and a star. While the question looked more difficult, to my surprise, she understood it! This showed me she wasn’t weak or a low achiever—she just needed to learn in her own preferred way but had never spoken up about it.

Imagine how many students might be in the same situation and remain unnoticed. From that day, I began researching how elements of art could impact high school students, and I saw a significant difference.

In the end, every student has the right to learn in their preferred way. We should all support each other to make a difference, because every child is unique, and their imperfections are what make them special.

Written by Dana Kamel Abdeljabbar, Mathematics Teacher, ESE / Fatima Al Zahraa Cycle 3 School

Posted date

1 year 5 months ago

Short title

Innovative Solutions for Inclusive Math Education

Short summary

According to the 2022 American Community Survey (ACS), there were an estimated 600,000 children with vision difficulties in the U.S.

First paragraph

According to the 2022 American Community Survey (ACS), there were an estimated 600,000 children with vision difficulties in the U.S. This estimate includes approximately 290,000 males and 310,000 females under the age of 18. We all know that teachers are doing their best to enhance inclusive learning in classrooms, and the truth is that every child has the right to quality education and learning. As a teacher, my role is to identify challenges and find solutions to create a safe educational environment that supports our future leaders and makes them happy.

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