How classroom expectations can create barriers for autistic and neurodivergent learners – and how more accessible teaching can reveal what pupils really know. Over the years, I have taught and tutored children and young people across very different settings, from mainstream classrooms and specialist provision to individual tuition. One thing that has become increasingly clear … Continue reading When Our Idea of a ‘Successful Learner’ Becomes Too Narrow
assessments
What Is an Assessment Really Measuring?
I first started thinking about assessment accessibility through conversations with students who were trying to make sense of their own results. Again and again, I was working with children and young people whose understanding was far stronger than their written work suggested. They could explain an idea in discussion, notice the important point in a … Continue reading What Is an Assessment Really Measuring?
Inclusion into What? SEND, SATs and the Structure of the Education System
In recent years, the language of inclusion has become central to education policy and practice. The emphasis is often placed on ensuring that more children, particularly those with special educational needs and disabilities (SEND), are able to access mainstream schooling. This shift reflects an important principle: that all children should have access to education alongside … Continue reading Inclusion into What? SEND, SATs and the Structure of the Education System
You must be logged in to post a comment.