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Effective formative assessment for inclusive classrooms

Written by: Rachel Eaton
5 min read
Rachel Eaton, Teacher of Geography and Lead Practitioner for Teaching and Learning, Whalley Range High School, UK The synthesis of inclusive education, social justice and mobility The concept of education as a form of social justice (DfE, 2017) is an incredibly broad brush stroke, which must consider many factors without idealism. When we think of true inclusive education, we invariably think of race, social class, taught language, poverty, migration and special educational needs and disability (SEND).  This article asks the question: How can formative education for SEND continually respond and adapt to bring improved life chances in this ever-moving landscape of political and social change? Dialogue around SEND in mainstream schools, as highlighted in the 2013 MAST study (Webster and Blatchford, 2019), examined qualitative data into the significant differences in learning experiences between students with and without SEND. The very idea that learners with additional needs are so

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