Special Educational Needs

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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4 months 3 weeks 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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9 months 1 week ago

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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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9 months 1 week ago

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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.

Posted date

9 months 1 week ago

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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

9 months 3 weeks ago

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Innovative Solutions for Inclusive Math Education

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

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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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How to Foster SEN/Inclusion in Your School in 2025

Jihan Ali — Tue, 07 Jan 2025 15:16:46 +0000

1. Adopt a Whole-School Approach

Inclusivity begins with a shared vision. A whole-school approach ensures that inclusivity is embedded in every aspect of the school culture—from teaching practices to extracurricular activities. Engage teachers, administrative staff, students, and parents in understanding and embracing the principles of inclusion.

2. Professional Development for Staff Training

educators is crucial for effective SEN inclusion. In 2025, many schools are leveraging online workshops, virtual reality simulations, and on-demand courses to upskill their staff. These tools help teachers better understand diverse learning needs and adopt strategies that support students with SEN.

3. Personalised Learning Plans (PLPs)

Every child is unique, and personalized learning plans are an effective way to cater to individual needs. In 2025, data-driven tools and AI platforms make it easier for educators to create, monitor, and adapt PLPs in real time, ensuring students receive the support they need.

4. Assistive Technology Technological

advancements have revolutionized SEN inclusion. From speech-to-text tools and sensory apps to adaptive hardware like eye-tracking devices, schools in 2025 have access to a wide range of assistive technologies. These tools empower students with SEN to participate fully in classroom activities.

5. Inclusive Curriculum Design

An inclusive curriculum ensures that all students can engage with learning materials. This includes: Using diverse teaching resources that reflect various abilities and experiences. Offering multiple ways for students to demonstrate understanding, such as visual projects, oral presentations, or written assignments. Including social-emotional learning (SEL) to foster empathy and understanding among peers.

6. Build a Supportive Peer Culture

Students play a key role in creating an inclusive environment. Peer mentoring programs and inclusion ambassadors can help bridge gaps and promote understanding. In 2025, schools are also using social media campaigns and virtual events to amplify student voices and share stories of inclusion.

7. Collaborate with Parents and Specialists

Parents and external specialists are vital allies in supporting students with SEN. Regular communication and collaboration ensure consistency between home and school environments. In 2025, many schools use digital platforms to maintain seamless communication with parents and access real-time advice from specialists.

8. Redesign Physical Spaces

An inclusive school also means accessible physical spaces. Universal design principles ensure that classrooms, playgrounds, and facilities are accessible to all. In 2025, many schools incorporate sensory-friendly zones, adjustable furniture, and interactive learning environments.

9. Evaluate and Reflect

Continuous improvement is key to successful inclusion. Regular evaluations, feedback from stakeholders, and data analysis can help schools identify areas for growth. Schools in 2025 often use AI-driven analytics to track progress and refine their inclusion strategies. Final Thoughts Inclusion is not a one-size-fits-all solution. It’s an ongoing commitment to understanding, adapting, and growing. By leveraging modern tools and fostering a culture of empathy and collaboration, schools in 2025 can ensure that every child has the opportunity to succeed, regardless of their abilities.

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9 months 3 weeks ago

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How to Foster SEN/Inclusion in Your School in 2025

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In 2025, inclusivity in education is not just a goal but an essential part of fostering a supportive and equitable learning...

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In 2025, inclusivity in education is not just a goal but an essential part of fostering a supportive and equitable learning environment. Special Educational Needs (SEN) inclusion is at the forefront of creating schools where every child, regardless of their abilities, can thrive. Here’s how schools can embrace inclusion and ensure that all students feel valued and supported.

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Empowering Educators to Identify Learning Disorders: A Practical Session

Jihan Ali — Tue, 07 Jan 2025 09:55:37 +0000

Understanding Learning Disorders

Neurological conditions such as dyslexia, Dysgraphia, ADHD, and dyscalculia are more common than we may realize. These conditions affect the way students process, retain, and express information. Simple tasks like reading aloud, solving math problems, or writing a paragraph can become overwhelming hurdles. These difficulties are not a reflection of a student’s intelligence or effort. Instead, they highlight the need for tailored support to help these children thrive.

Unfortunately, many of these challenges go unnoticed. Behaviors like frustration, avoidance, or even defiance are often misunderstood. A child may appear disinterested or unmotivated, but in reality, they may be struggling with an unseen obstacle. Recognizing learning disorders requires more than just training. It demands empathy, patience, and a willingness to dig deeper to truly understand each child’s needs.

Common Learning Disorders in the Classroom

To support students effectively, educators need to understand the most common learning disorders and how they manifest:

• Dyslexia: affects reading, spelling, and often writing. Students may avoid reading aloud or struggle to organize their thoughts on paper but often excel in creative and problem-solving tasks.

• ADHD: A neurological condition that impacts focus, attention, and impulse control and hence affects learning. Students might struggle to sit still, follow instructions, or complete tasks, though they often thrive in dynamic, hands-on environments.

• Dyscalculia: makes understanding numbers and math concepts challenging. Even basic arithmetic can feel overwhelming for students who may excel in other areas.

• Dysgraphia: affects writing skills, making it hard to express thoughts clearly on paper. For these students, written assignments can feel disproportionately difficult.

• Autism Spectrum Disorder (ASD): While not a learning disorder, autism affects social interaction, communication, and behavior. Many students on the spectrum also experience co-occurring learning challenges.

Understanding these disorders is the first step in supporting students effectively.

Spotting the Signs

Identifying learning disorders in the classroom is rarely straightforward. These conditions don’t come with visible markers or neat labels. They often manifest as patterns of behavior that, at first glance, can seem unrelated but at close attention there is always a pattern.

You might notice a student who consistently avoids tasks like reading or writing or one who seems perpetually distracted and restless. Another might struggle with math concepts that their peers grasp easily. Behavioral signs, such as frustration, avoidance, or even disruptive outbursts, can provide additional clues.

The key is to observe with empathy and patience. Look for consistent patterns over time and consider how these challenges affect the student across different contexts.

Creating a Supportive Environment: Once a potential learning disorder is identified, the focus shifts to creating an environment where the student can thrive.

Differentiating Instruction

Students learn in diverse ways. Tailoring teaching methods to accommodate this diversity benefits everyone. Visual aids, hands-on activities, and technology-based tools can help students grasp concepts more effectively. Breaking tasks into smaller, manageable steps can make learning feel less overwhelming.

Providing Accommodations

Small changes can make a big difference. Allow extra time for assignments, offer flexible seating arrangements, or use assistive technologies like audiobooks and speech-to-text tools. These accommodations reduce stress and create a more equitable learning experience.

Building Confidence

Celebrate effort, not just results. Students with learning disorders often face repeated failures that erode their confidence. Acknowledging their hard work and progress—no matter how small, helps build resilience and self-esteem.

The Power of Collaboration Educators cannot do this alone. Collaboration with special education teachers, school psychologists, and parents is essential. Regular communication ensures everyone is aligned on strategies that work best for the child. Sharing insights and observations can also pave the way for formal assessments and individualized support plans.

The Importance of Early Intervention

Time is critical when it comes to learning disorders. Early identification allows for targeted interventions that can significantly improve outcomes. Educators play a vital role in this process. Your observations, combined with input from specialists and families, can lead to timely support that transforms a child’s educational experience.

If you suspect a learning disorder, document your observations and look for consistent patterns. Discuss your concerns with school administrators or counselors and engage the child’s family in the conversation.

Building an Inclusive Classroom An inclusive classroom doesn’t just accommodate students with learning disorders but it empowers them. It’s a space where every child feels valued, supported, and capable of achieving their potential.

Creating an inclusive environment means celebrating diversity in learning styles and fostering empathy among students. Teach children to understand and appreciate differences, creating a culture of mutual respect and support. When students see that their peers with learning disorders are celebrated for their unique strengths, it benefits the entire classroom community.

Changing Lives Through Education

Supporting students with learning disorders is about more than improving academic outcomes. It’s about shaping lives. When a child feels understood and supported, they gain confidence, resilience, and a sense of possibility.

Every educator has the power to make this difference. By equipping yourself with the tools to recognize and support learning disorders, you create opportunities for growth that extend far beyond the classroom. You teach students that their worth isn’t defined by their struggles but by their unique contributions and potential.

Learning disorders are not limitations. They are invitations to rethink how we teach, adapt, and connect. By embracing this mindset, we can create classrooms where every student has the chance to thrive and reach their full potential.

Author

Massrat Shaikh

Educational Psychologist

Connect with Massrat Shaikh at:

www.massratshaikh.com

www.kawakibsolutions.com

Posted date

9 months 3 weeks ago

Short title

Empowering Educators to Identify Learning Disorders: A Practical Session

Short summary

As educators, our primary goal is to support all students in reaching their full potential...

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Every classroom is a tapestry of diverse talents, personalities, and learning styles. Some students grasp new concepts effortlessly, while others struggle quietly, their challenges are often misunderstood or overlooked. As educators, our mission is to see beyond the surface, to understand what lies beneath, and to ensure that every child feels supported and valued in their educational journey.

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UDL: The Universally Inclusive Adventure of Designing for Diversity

Feedimporter — Wed, 10 Jul 2024 09:57:57 +0000

This evolution signifies a departure from a fragmented system (where children learn the same as their peers, struggle and then learn more on top) to one that embraces inclusion at its core. So what is the concept of UDL, its benefits, and the challenges associated with its implementation? Let me shed some light on the transformative potential it holds for creating an educational environment that caters to true diversity.

Universal Design for Learning is an educational framework that goes beyond accommodating learners with special needs; it strives to create a learning environment that caters to the needs of all students from the outset. UDL is based on the premise that educational materials and methods should be designed to minimise the need for individualised accommodations or targeted interventions. The goal is to provide a universally accessible and adaptable learning experience that supports the learning preferences and strengths of every student.

One of the primary advantages of adopting a UDL approach is the promotion of equal opportunities for all students. Traditional interventions often singled out students with special needs, inadvertently creating a sense of segregation. UDL, on the other hand, fosters an atmosphere where students, regardless of their abilities or disabilities, can participate in the same learning experiences by being provided multiple means of representation, engagement, and expression.

Furthermore, UDL encourages a shift in mindset from a deficit-based approach to a strength-based one. Instead of focusing solely on remediating weaknesses, UDL emphasises the leveraging of students' strengths and interests to enhance their learning experiences. This strengths-based perspective not only boosts students' self-esteem but also contributes to a positive and supportive classroom culture. In a UDL setting, the emphasis is on recognising and celebrating the unique qualities of each learner, creating an environment where differences are valued and embraced.

Another challenge is the misconception that UDL is only relevant for students with disabilities. Educators and administrators need to understand that UDL benefits all learners, creating an environment where every student can thrive. Overcoming this misconception requires a cultural shift in schools, where inclusivity becomes a shared value and not just a special consideration for a particular group of students

Additionally, UDL aligns with the principles of differentiated instruction, acknowledging that students have diverse learning styles, preferences, and readiness levels. This flexibility in teaching methods ensures that educators can cater to the varied needs of their students without resorting to separate interventions. For example, a UDL approach might involve offering content in multiple formats (e.g., text, audio, video) to accommodate different learning styles, providing choices in how students demonstrate their understanding, and incorporating various methods of engagement to capture students' interest.

Despite the promising benefits, the implementation of UDL comes with its share of challenges. One significant hurdle is the need for professional development for educators. Shifting from a traditional model of teaching to one that embraces UDL requires a deep understanding of the framework and its application. Teachers need training not only in the theoretical aspects of UDL but also in practical strategies for designing and delivering inclusive lessons. Providing ongoing support and resources for educators is crucial for the successful adoption of UDL in classrooms.

Moreover, the design and implementation of curriculum materials that align with UDL principles can be resource-intensive. Creating diverse and flexible learning materials demands time, effort, and sometimes financial investments. Schools and educational institutions must be willing to commit to the necessary resources to ensure the successful integration of UDL into their educational practices.

In conclusion, the transition from targeted interventions to Universal Design for Learning represents a significant step towards creating an inclusive and equitable education system. UDL not only acknowledges the diversity among learners but also actively embraces it as a cornerstone of effective education. By providing multiple means of representation, engagement, and expression, UDL creates a learning environment where every student, regardless of their abilities or disabilities, can thrive. While challenges exist in the form of professional development, misconceptions, and resource allocation, the potential benefits for both educators and students make the journey towards UDL a transformative and worthwhile endeavour.

To learn more about UDL, or to provide your staff with an introduction training session and strategies on the concept of UDL, contact Louise on Louise@LouiseDawson.Com or visit www.cast.org.

Learn more about inclusion, training, and school improvement by visiting Louise on Stand SZ14 at GESS Dubai from Oct 30th.

Author: Louise Dawson: Freelance independent inclusion consultant supporting school improvement through training, advocacy and support.

Posted date

1 year 11 months ago

Short title

UDL: The Universally Inclusive Adventure of Designing for Diversity

Short summary

UDL: The Universally Inclusive Adventure of Designing for Diversity

Inclusive Educational Leadership: Fostering Equity and Excellence in Schools

Feedimporter — Wed, 10 Jul 2024 09:57:56 +0000

Beyond managing administrative tasks, educational leaders are now expected to champion inclusivity and diversity within their schools. Inclusive educational leadership is not just a buzzword; it is a philosophy that aims to create a welcoming and equitable learning environment for all students.

Incluzun has become key partner in this space. A Certified Social Enterprise, Incluzun are working closely with Government, Regulators and widely across the private sector to support hundreds of families and schools in designing optimal inclusive practices that are suitable to each individual need and setting. Working with over 200 schools and hundreds of educational leaders, fostering care, support and innovative methods to ensure student’s needs are met.

Inclusive educational leadership places inclusivity and equity at its core. It involves fostering an environment where every student, regardless of their background, abilities, or differences, feels valued, respected, and included. Such leadership goes beyond mere compliance with legal mandates; it embodies a commitment to dismantling barriers to learning and ensuring that every student has an equal opportunity to thrive.

There are a number of key factors that contribute to a truly inclusive approach to school leadership.

Equity and Social Justice: Inclusive educational leadership promotes social justice by addressing disparities in educational outcomes. Leaders who prioritize inclusivity are more likely to tackle systemic inequalities and create pathways for all students to succeed. Incluzun operate under the umbrella of the Global Sustainability Network, our Partner and we advocate for SDG Goal 8.

Academic Excellence: Inclusive schools tend to perform better academically because they tap into the diverse strengths and talents of their student body. When every student's potential is realized, it enhances overall academic achievement. Positive School Culture: Inclusive leadership fosters a positive school culture where students, teachers, and staff feel a sense of belonging. This sense of community enhances morale, reduces bullying, and improves overall well-being. Skill Development: Inclusive leaders model the values of empathy, respect, and collaboration, providing students with invaluable life skills that extend beyond the classroom.

In addition to these key factors of leadership there are key strategies to ensure they are effective.

Build a Diverse Leadership Team: School leaders should actively seek diversity when forming their leadership teams. Diverse perspectives at the administrative level can lead to more inclusive policies and practices.

Professional Development: Invest in ongoing professional development for staff to raise awareness of diversity issues, cultural competency, and effective teaching strategies for diverse learners. At Incluzun we support schools through Governance where we provide an external appraisal, a new set of eyes to spot gaps, build on strengths and work with the expertise of the team on the ground. Collaborative Decision-Making: Involve students, parents, and community members in decision-making processes. Collaborative leadership ensures that the voices of all stakeholders are heard and considered.

Inclusive Curriculum: Develop a curriculum that reflects the diverse experiences and backgrounds of students. This includes integrating multicultural perspectives, histories, and literature into the curriculum.

Individualized Support: Recognize that each student is unique and may require individualized support. Implement systems to identify and address students' specific needs promptly. Accessible Facilities: Ensure that school facilities are physically accessible to all students, including those with disabilities. Create a welcoming environment that accommodates everyone. Here in the UAE, The World Disability Union offer a free service to schools where they can audit the campus, assess accessibility, and work with them to bridge any gaps (both physical and conceptual) in creating a fully accessible space. They will certify the school as Accessible- a true representation of a campus commitment to it’s students’ needs.

Inclusive School Policies: Review and revise school policies to remove any barriers to inclusivity. This may include addressing disciplinary disparities or revising dress codes to be more inclusive. Continuous Assessment and Improvement: Regularly assess the inclusivity of the school environment and programs. Use data to identify areas for improvement and track progress over time.

Now that sounds easy right? But anyone who has led a school knows that there are a range of challenges! Let’s look at these and their possible solutions.

Inclusive educational leadership requires a fundamental shift in the way schools operate. Some common challenges include resistance to change, lack of resources, and the need for cultural competence training. To overcome these challenges, leaders should:

Lead by Example: Inclusive leaders should model the values they promote, demonstrating empathy, open-mindedness, and a commitment to equity. Create a Supportive Environment: Foster a school culture that encourages innovation and welcomes input from all stakeholders. Encourage risk-taking and learning from mistakes. Build Partnerships: Collaborate with community organizations, parents, and advocacy groups to access additional resources and support for inclusive initiatives.

Inclusive educational leadership is not a one-size-fits-all approach; it requires adaptability and a deep commitment to creating an equitable and welcoming learning environment for all students. School leaders who embrace inclusivity will not only enhance the educational experience for their students but also contribute to a more just and equitable society. By implementing the strategies and principles of inclusive leadership, we can pave the way for a brighter and more inclusive future in our schools.

Author : Catherine O'Farrell, Founder of Incluzun

Inclusion Advocate, Founder, International Inspector, Iron (Wo)Man, passionate about SDG8 Catherine O'Farrell is one of the founders of Incluzun.com, an organisation supporting people of determination in a holistic way across the MENA region. Catherine has been working in education and inclusion for almost 20 years, she has degrees in Education, Psychology and a master's in Engineering. She is passionate about developing opportunities for children with individual needs. She is an international school inspector, has been a Group Head for some of the region's largest educational providers and has worked with international and national committees from the Global Sustainability Network to the Ministry of Education here in the UAE to push for a more sustainable and inclusive world. Catherine is a regular media contributor and conference speaker.

Posted date

2 years ago

Short title

Inclusive Educational Leadership: Fostering Equity and Excellence in Schools

Short summary

Inclusive Educational Leadership: Fostering Equity and Excellence in Schools