Learning Spaces

Inclusion, integration & design implications for schools

It has been recognised by Government and society as a whole that it is imperative that the education of our children provides equality for all, no matter what the child’s gender, religion, racial ethnicity, physical or cognitive abilities. The Building Schools for Future (BSF) programme, which is well underway, will provide schools for decades to come. With this substantial investment in education it is essential to ensure that these schools are as inclusive as possible, enabling all, including those with profound disabilities, whose physical requirements go beyond the minimum standard, access to educational establishments equally.

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      string(2113) "is intended that work will becompleted to consider disabled children’s needs.Building Bulletins, 90, 91, 93, 94 and 100.There are various Building Bulletins produced by the DCSF.Draft 77, 91 and 94 are soon to be replaced by BB102; the latestdate for publication is autumn 2008. This is a very importantdocument which will advise on both mainstream and specialschools design. BB93 relates to acoustic requirements and BB100to fire. All can be found on the Teachernet website.■■■■■■■Dulux – Colour and Contrast: A design guide for the use ofcolour and contrast to improve the built environment forvisually impaired peopleGuidance on the use of tonal contrast in the built environment,this gives advice on the important elements and how to developan appropriate strategy.MU Access Partnership/Sign Design Society – Sign DesignGuideAn essential document that is a referenced in ApprovedDocument M, this should be used for all signage, internal andexternal schemes.Inclusive Mobility – A Guide to Best Practice on Access toPedestrian and Transport Infrastructure – Department forTransportFor use when considering the external infrastructure andhighways works. It gives guidance amongst other things onfootpaths, lighting, cycle routes and car parking.Guidance on the use of Tactile Paving Surfaces – Departmentof TransportAdvice on tactile surfaces which often prove problematic. Thepublication is quite old and should be used in conjunction withrecent research by the RNIB and JMU.Sport England ‘Access for disabled people’ referencedwithin BS8300, Part M and the Key Design Guidancedocument supplied by the DfES (DCSF).Part M refers you to this document; it is seen as the standard forsports buildings. Mistakenly, some view this document as onlyrelevant when funding has been made available. In any caseunder the DDA it will be seen as the most appropriate standardfor sports facilities.There will be conflicts between school needs, third partyuse and space availability; use this document to inform thebrief and the design.■■■■■"
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Learning Spaces

Inclusion, Integration and the Design Implications for Schoo

6 May 2009

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      string(350) "... attributes to exploit, such as immense loyalty, honesty, and great focus organisational skills being a few among many. I myself have seen examples of a school leveraging an autistic pupil’s profound interest in film making, using technology to improve his social interaction and communication skills as well as giving ..."
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      string(5681) "An app to help young people with autism and the multidisciplinary team that supports themTeachers and SENCOs have been working in a uniquely challenging environment during the pandemic to educate children with SEND. They have tried to support learning needs from a distance. But there have been limited opportunities for interaction, individual attention, and one-to-one support.A recent report from the Education Endowment Foundation[1] drew many stark conclusions about the widening of the gap between disadvantaged KS1 youngsters and their peers resulting from school closures during the pandemic. This report, alongside that from the Sutton Trust[2], does not specifically measure the impact on children with SEND. But many point to the National SENCO Workforce Survey 2020[3] and the Ofsted[4] ‘Remote Education’ research based on YouGov survey data which do.A role for technology?While technology has been used to provide some sort of educational continuity, it has not been an unqualified success. It is not a panacea for all SEND children.  Some Special School leaders in the YouGov survey said  pupils with complex sensory needs, who find it difficult to engage with a screen, need resources that are ‘tangible’ rather than ‘digital’.Bath Spa/Nasen revealed issues with provision and differentiation as teaching moved online in response to the first national lockdown.  72 per cent of respondents stated their school experienced challenges with providing virtual support for SEN children. 80 per cent found it difficult to provide differentiated learning online.Ofsted/YouGov found 59 per cent of parents of pupils with SEND, compared to 39 per cent without, said their child had disengaged from learning.Supporting children with autismConsider just one example: autistic children.  Typically, those on the spectrum prefer routine and consistency and do not cope well with unexpected changes and disruption.  Their parents reported wellbeing concerns, with heightened anxiety levels and poorer performance as a result.Yet anyone who has worked with autistic children will tell you there are many positive attributes to exploit, such as immense loyalty, honesty, and great focus organisational skills being a few among many. I myself have seen examples of a school leveraging an autistic pupil’s profound interest in film making, using technology to improve his social interaction and communication skills as well as giving his imagination the opportunity to blossom.  Another’s almost obsessive fascination for lifts, the facts and figures associated with their specification, and their design manuals etc. was catered for with a collection of digital sources to develop his literacy and numeracy too.Finding appropriate technologyProviders need to consider whether technology will be used to deliver online teaching or simply to support online learning. If the youngster is receiving wraparound multi-agency support from teachers, parents and health professionals then they will need collaboration and communication tools. These ensure all parties can keep in touch and that the child and their family are not socially isolated.Well-designed technology can be the key to helping neurodiverse students to develop independence/complete tasks without additional support. This is hugely important if they are to develop confidence and get a sense of achievement. It also must be tailored to the child’s sensory and learning needs. There is little point in choosing technologies which are loud for a pupil particularly sensitive to noise or heavily text -based resources for someone who needs visual cues. Good technology for young people with autism will offer:An easy-to-use interfaceLinks to/embedded appropriate resources and activitiesThe means to track progress and emotionsCommunication/collaboration tools directly engaging therapists/health workers etc. in actively supporting familiesAdvice/guidance for parents/teachersAn app designed by a parentDebbie Craig is the mother of a child with autism. She created an online learning and wellbeing platform called BOOP to improve communication between those involved in the education of SEND children including teachers, parents and healthcare professionals. The app was recently awarded Innovate UK funding in recognition of its value in helping families to navigate remote learning during the pandemic and its aftermath.The app was recently awarded Innovate UK funding in recognition of its value in helping families to navigate remote learning during the pandemic and its aftermath.Debbie’s son came up with the name and BOOP has been designed to bring together all the features and functionality young people with autism require. It runs on a smartphone or tablet and supports social stories.  Key features, tools and strategies are all in one place, so there is no need for multiple devices or software applications.  Learners have access to everything they need, in a way they understand, when they need it.Helping the support teamIn terms of ‘connectivity’, it links together all the key people (pupil, parents, teachers, other caregivers, health professionals) by providing a communication and collaboration platform.  It means those who provide wraparound support for the child can work together as a team during school closure periods or when children are absent from school for other reasons.Educational psychologist, Suzanne Farrell says: ‘BOOP provides a wonderful opportunity for positive communication and collaboration between the key"
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ICT and Apps

Boop - An App That Provides A Wraparound Solution For Young People With Special Needs

27 Feb 2021

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      string(5586) "Stratford Girls Grammar School, one of the winners in 2014 with their app I’m Okay helping the LGBTQ community access sources of informationSafer Internet DayThe internet wasn’t built with children in mind, but it is today’s children who will shape its future. By giving young people the tools to navigate the online world with awareness and confidence we can will help them to better identify and understand the harms that can occur. Giving children this critical understanding at a young age not only impacts the decisions they make now but can also shape the decisions they will make as the entrepreneurs and problem solvers of the future. By empowering young people with the skills and mindset tobuild a fairer, more inclusive and safer technology sector, we will create a brightertechnology future for us all.We strongly believe in the ‘swimming pool’ model – don’t teach kids to stay away from the water, but instead help them stay safe by teaching them to swim. We want them to use technology and the internet, to embrace it and make things with it, but also be safe when they do so. An important part of creating a safer internet for our children is to give them greater confidence to question what they see and do online and empower them to make the right decisions and know who to turn to when they don’t or are unsure of what to do. Machine learningOne of the ways to do this is to get ‘under the hood’ ofyoung people’s online world and show them how it is shaped. In our MachineLearning courses, we want young people to see that machine learning affectstheir lives in very fundamental ways and to have informed discussions as usersof these technologies. We focus on examples that are highly relevant to theirworld. For example, we cover recommendations systems, the algorithms thatsurface music, films and videos through our favourite streaming platforms, aswell as filter bubbles and echo chambers on popular websites such as YouTube. Olivia, an Apps for Good student from Dunoon Grammar Schoolin Scotland said, ‘I had not heard of machine learning, but once it wasexplained to us, it was clear that machine learning was already part of my lifeand I had already been encountering it through social media and services suchas Netflix.’Ethical concerns  A powerful discussion for students involves looking at the benefits and potential harms of facial recognition used by police in the UK and by schools in China to monitor student attentiveness. Students also watch a TED Talk from Joy Buolamwini that explores how as an MIT grad student she discovered the facial analysis software she was working on didn’t detect her own face because the people who coded the algorithm hadn’t taught it to identify a broad range of skin tones and facial structures. Another insightful exercise for young people is MIT’s moralmachine (https://www.moralmachine.net/), a platform for gathering a humanperspective on moral decisions made by machine intelligence, such as driverlesscars. In this exercise, students are asked to be the judge if a driverless carneeds to choose the ‘lesser’ of two evils, such as one passenger versus fivepedestrians being injured. Students follow this with a group discussion on whatfactors to prioritise and whether it is ethical to pre-programme cars to makethese decisions.Reimagining the internet of the future One of the first exercises in our Machine Learning course isfor young people to recreate Instagram’s anti-bullying algorithm using theScratch-based programme Machine Learning for Kids. Students have the chance totrain their own model to detect bullying, by ‘teaching’ the model both nice andinappropriate phrases and then seeing how well their model copes when providedwith phrases at random. Through this exercise, young people can see howcompanies are using machine learning to try to protect users at scale, as wellas the role they would play as the product developer selecting the data sourcesthat shape the technology’s effectiveness and therefore the safety andwellbeing of Instagram’s users. Taking account of the end user Students then are asked to put this learning into action when they build their own products. Now they are in control, and have the opportunity to drive the creation of their own product in a way that puts their users’ needs at the heart of their product using a more inclusive design process.A great example of this is with the I’m Okay app created by Josie, Emily, Katie and Alexandra, students at Stratford Girls’ Grammar School in Warwickshire, West Midlands. The app supports young people who are exploring their sexuality and gender, with real-life stories from people who’ve been there alongside resources and support services. Making a contribution to society When building the app, the students had to think in-depth about how very personal and sensitive information would be shared in an anonymous way, how any kind of social interaction might work to create a safe and open environment, and how that would be monitored by the I’m Okay team. Ultimately, we want young people to feel empowered in their role in shaping a better online world today and in the future.Bob Schukai, SVP – Identity Solutions at Mastercard, reflected on his experience of Apps for Good students that they had invited on placement within the organisation. ‘It’s not about “What are you going to pay me?” but what are we, as a company, doing to make the world a better place. I do think that companies are much more aware of"
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Applications and Software

Apps For Good And The Ethics Of Technology

1 Feb 2021

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      string(5716) "the Scandinavian countries tendto focus on wellbeing and social justice, the English system, currently, on performance.Of course most systems are a blend of these elements but one will tend to dominate,and that gives schooling its distinctive nature. Equally, schools will tend to identify withparticular outcomes.Committing to diversityIn many ways, these principles provide a powerful and practical expression of the basisfor any strategy to secure diversity. ‘The heart of the school as a moral community isits covenant of shared values. This covenant provides the basis for determining itsmorality … the virtuous school subscribes to and uses these moralities as a basis fordeciding what its values are and how they will be pursued.’12This has fundamental implications for effective leadership – in essence, it is aboutmoving beyond the historical boundaries of the school as an autonomous institutioninto recognition of a far wider, moral, responsibility.According to Hargreaves and Fink, ‘The hardest part of sustainable leadership isthe part that provokes us to think beyond our own schools and ourselves. It is thepart that calls us to serve the public good of all people’s children within and beyondour community and not only the private interests of those who subscribe to our owninstitution . . . Sustainable leadership is socially just leadership.’13All of this implies leaders who are very clear and have high confidence about whatthey believe and see their role as the translation of principle into practice. If inclusionand diversity are to be embedded into a school’s culture and working practices in aconsistent and sustainable way, then leadership has to focus on the creation of a moralconsensus.This in turn implies that leaders have a deep and authentic commitment todiversity and inclusion as moral principles. This has to be more than a policy to beimplemented – this isfundamental to the integrityof leadership.Effective leadershipemerges from a model similarin principle to figure 2.Leadership has to bedeeply rooted in an ethicalcode, a clear set of principlesthat provide the foundationsfor personal and professionallife. However, most ethicalcodes and philosophies arehistorical and generic andthey need to be applied to aparticular time and place i.e.contextualised into a personalvalues system. The effectiveleader thus takes a genericprinciple and translates it into a personal value that they can live by and one that willinform their leadership decision-taking. However, values have to operate in the realworld and so they have to be translated into moral principles that inform day-to-dayliving.So a school leader who is committed to social justice (ethical principle) translatesthat into a belief that a school has to respect diversity and be inclusive (personaland professional values) which is then reflected in school policies and practice in asystematic and consistent manner (moral practice).This is where school leaders need to create opportunities to spend time inFigure 2: Developing moral confidence41Vol 5.6School Leadership Todaywww.teachingtimes.comLeadershipSkillsRethinkingschoolsandschooling–seriesJohn West-Burnhamconversations and dialogue with colleagues and friends and perhaps a coach, in orderto refine, clarify and explore the implications of their personal values.‘Walking the walk’It is not enough for leaders to argue for certain principles – they have to embody themin their own lives and practice. In other words, they have to be authentic.Authenticity is the result of the interaction of personal and professional values, thelanguage adopted and the behaviours employed. Authenticity is the product of theconsistency of beliefs, language and behaviour – ‘walking the talk’.‘Authentic educational leadership must promote and support the core valuesof schooling. Authentic educational leaders challenge others to participate in thevisionary activity of identifying in curriculum, in teaching and in learning what isworthwhile, what is worth doing and preferred ways of doing and acting together.’14In practical terms, this means that we need to see the ethical dimension ofleadership in terms of the following behaviours and strategies:Dialogue and engagement – leaders develop a shared language and vocabularyso that there is consistent usage of key concepts and shared understanding of theunderpinning values. Leaders tell stories of the preferred future of the school anddevelop scenarios to help all staff understand their contribution to the creation ofthe school as a moral community focused on securing equity and inclusion.Leaders as models – leaders lead by example and are highly visible indemonstrating the practical implications of the school’s core values.Schools as communities – the school works as an inclusive community thatembodies diversity in its day-to-day working. It works as a highly interdependentand interconnected network. 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        string(9) "inclusion"
        [1]=>
        string(6) "design"
        [2]=>
        string(12) "implications"
        [3]=>
        string(7) "schools"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Rethinking diversity, vision and values

8 Apr 2014

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