Aimee Durning MBE, Director of Inclusion and Community University of Cambridge Primary School Stephen Kilgour, SEND Advisor and Outreach Teacher at Tapestry Shona Morgan, Outreach Advisor Cherry Gardens School, London Andrea Silvain, Co-Headteacher at School 360 James Biddulph FCCT FRSA, Executive Headteacher University of Cambridge Primary School Introduction Sometimes when we talk about special educational needs and disabilities (SEND), we think of systems and processes and forget the people for whom these are meant to support. The world is essentially storied, and the vignettes and anecdotes that we all carry in our lives as educators can tell us a lot about the sense of inclusion and belonging that can arise in a school – and also when it does not. Let us introduce a pupil we are calling Ryan. Ryan had spent the first three and a half years of his primary education 80 miles from the school where he would eventually settle in, after his mother had spent many an evening scour
Collaboration for inclusion: When research and practice spark new possibilities
Written by: Aimee Durning, Stephen Kilgour, Shona Morgan, Andrea Silvain and James Biddulph
9 min read
- Department for Education (DfE) (2022) SEND Review: Right support, right place, right time. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1063620/SEND_review_right_support_right_place_right_time_accessible.pdf (accessed 14 April 2023).
- Wedell K (2008) Inclusion: Confusion about Inclusion: Patching up or System Change? British Journal of Special Education 35(3): 127–135.
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