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
SEND
Music for Every Learner: Rethinking What Inclusion Means in Music Education
When I began revisiting the music curriculum I had developed during my early teaching career, I initially imagined that I might update the original scheme of work. It had been written for a residential school for autistic children and young people aged from three to eighteen, and was organised as a four-year cycle extending across … Continue reading Music for Every Learner: Rethinking What Inclusion Means in Music Education
SEN Interventions, Evidence and the Problem of the Average Child
Kate Coldrick explores SEN interventions, SEND support, evidence-informed practice, reasonable adjustments, and the importance of matching provision to individual needs. A recent evidence summary by Peps Mccrea and Dr Jennifer Barker, 10 Common SEN (Mis)Interventions, has prompted considerable discussion about the kinds of support routinely used for children with special educational needs in mainstream classrooms. … Continue reading SEN Interventions, Evidence and the Problem of the Average Child
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
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