TeachingTimes is proud to bring you the first issue of the Inclusion Journal in partnership with educational charity, Achievement For All!
Annie Everall OBE, of Authors Aloud UK, reviews young children’s books related to wellbeing and resilience. She will be writing a regular column for The Inclusion Journal.
Having Difficulty With Reading and Writing Shouldn’t Be A Barrier To Learning
Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.
Social Inclusion for Social Mobility – A New Way of Thinking
Editorial for the first issue of The Inclusion Journal. Sonia Blandford of the AFA explains why social mobility is important for vulnerable children
Identifying Special Educational Needs In The Early Years
How do we know whether normal individual variation and differing speeds of maturation are masking a special need? Sal McKeown reports on an important new study
Employment Is Not Exclusive And Is ‘Everybody’s Business’
Supported Internships can help SEND students make the move from education to employment, Angie Hincks from NSIP explains how.
Critical Race Theory: Why Unconscious Bias Training Isn’t Enough.
Education is key to the anti-racist fight. Alas, research suggests that racism is still deeply embedded in our school systems.
Inclusion, Aspiration & The Power of Sport
Sport can empower children with disabilities in a way that nothing else can. Alistair Crawford, from St Martins School Darby, describes his experience and how to get support in your school or club
A Salutary Tale Of Two Neuro-Diverse, and Socially Diverse, Boys
Professor Amanda Kirby explores how confirmation bias - the tendency to process information by looking for, or interpreting information that is consistent with one’s existing beliefs - can lead to the mis-diagnosis and response to children, often limiting their life-chances.
Our Journey Beyond Age-Related Expectations and into Thinking, Resilience And Empathy
The children at Rimrose Hope School in Sefton were, despite its disadvantaged community, performing well above their expected levels. But something was missing in their core abilities to learn and reflect. Lawrence Crilly reports on how the staff responded