INCLUSIVE EDUCATION FOR ALL #28
10 August 2022 by Chris Barnes, Inclusive Education Officer, Down Syndrome International
Hi and welcome to the final instalment of this inclusive education blog. Time really flies when you’re writing one every week for 8 months! Well, over the course of the past 30 weeks or so we’ve looked at some interesting themes and some pretty tricky questions. I couldn’t possibly hope to say we’d ‘answered’ them, but – in the spirit of inclusive practice – we asked the questions, took advice, and thought carefully about how to move forwards, in the best interests of all involved. And, right there, is a key element of an inclusive model of education succeeding – ensuring that it works for everybody associated with its implementation, and for everyone due to benefit from it (children and young people!)
Let’s remind ourselves of some of what’s been covered since January. We started by looking at a few generic and universal questions and themes such as: ‘What does a good education look & feel like?’ and ‘What is an inclusive education?’ We moved onto themes particularly for learners with an intellectual disability, including: ‘Why should all peers be educated together?’ and ‘What is the difference between mainstream and specialised education?’ Next, we focused in on parents, including questions like: ‘How can I build a relationship with my child’s school?’ and ‘What should you expect from your child’s school?’ After that, was a section devoted to all teaching staff, featuring, ‘How can I make my classroom ‘inclusive’?’ and ‘How can we include learners with disabilities alongside their ‘neuro-typical’ peers?’ Next came a few weeks for special educational needs and disabilities coordinators, and included: ‘How can we work towards including all children?’ and ‘What whole school initiatives can be set up to promote inclusion?’ Finally, we have been looking at inclusive education through the eyes of school leaders, including: ‘What barriers do leaders face?’ and ‘What do leaders need in order for inclusive education to be taken seriously?’
All blog posts were backed up by the research I have been undertaking since September and were informed by the insightful and thought-provoking opinions and lived experience of the 100s of people I have interviewed. My thanks go out to everyone who has given up their valuable time to contribute to this. Details of the UK-based education research will be available in the autumn in our research report, alongside a process report detailing how the project was completed, for other countries to replicate. Coming soon will be access to all the inclusive education video answers sent in by self-advocates, parents, education professionals, and advocates.
Going forward
I sincerely hope the blog has been useful to you – you can refer back to any of the previous pieces by clicking on this link. How has the information been useful to you? What has it enabled you to do better? What will you do, since reading, to promote the furtherment of inclusive education in your country or context? Do get in touch with your response, comments, or questions – I love to receive them.
Here’s hoping we can continue to move forwards towards the realisation of education systems which truly welcome and serve the individual, including those with intellectual disabilities, special educational needs, and other disabilities or perceived differences.
With thanks and very best wishes
Chris Barnes, Inclusive Education Officer, Down Syndrome International