Category: Inclusive education

Nick Pepin

Early professional experiences

When I embarked on my career in education as a newly qualified teacher, I was particularly interested in language development and enthused by The Primary Memorandum and the writings of Margaret Donaldson and Noam Chomsky. This enthusiasm then bumped into the reality of the serried rows of 40+ children in a composite Primary 6/7 class in an inner-city primary school in Glasgow, each of whom was equipped with a copy of Angus McIver’s ‘First Aid in English’. I reflect on this now in a manner I didn’t then, the ways in which ideas are tempered by realities and the dynamics in resolving such tensions.

Of course, Primary 6/7 wasn’t really a starting point for anyone in that classroom other than myself. The children were now 10 or 11 years of age and had proceeded through classes from Primary 1. None had experienced pre-school education. Some had progressed well in their acquisition of language skills while others had not. All but a tiny handful had the same ‘First Aid in English’ as a text book. Three or four attended what was referred to as ‘Remedial’ a few times a week for help with their reading using the Griffin Pirate Readers. These children, who made little progress, and a good number more were struggling to achieve a level of competence which would allow them to access much of the curriculum in secondary education. Complicating matters was the clear understanding the children had themselves of where they stood in relation to their classmates and in their confidence in reading. Listening, talking and writing were similarly stratified but much less openly. Over the years this feature would remain the case while more differentiated reading schemes even more noticeably identified who was doing well and who wasn’t. This seemingly clear view of where each child was in relation to reading – and thus to language more generally was also evident to parents and carers. “What level is Alex on now?” was almost always a leading question.

Points to ponder

For many teachers the effects of poverty are evident every day and they struggle to compensate. Children who are underfed and poorly nourished do not learn as well. Breakfast clubs, free school meals and other mitigations, where available, help but the impact of uncertainties over such basics as food, clothing and accommodation are hugely damaging. Parents who labour with such problems are often unable to interact meaningfully with their children including by providing models for language development.

When I stand back from this partial picture of my first months as a teacher and use it as a backdrop to what I have seen and learned over the next 40 years of what key points strike me most and require consideration. These include the following.

• Poverty and its attendance issues
• The quality of interactions – listening and talking, behaviour and products
• That children, especially when young, are always learning but not perhaps what we think or want, and this phenomenon has consequences
• The huge importance of the early years in children’s lives for learning and the disparity in training, esteem and rewards for those working in early education
• The expectations placed on schools and teachers
• The quality of interrelationships across listening, talking, reading and writing
• The impact of new technologies on language acquisition and use
• The seemingly perennial problems over interfaces in the transition from early years to further and higher education
• The importance of abilities in language in empowering citizens
• The need to recognise how verbal language sits alongside other languages, e.g., mathematics, the arts and design.

Acquiring and using language

Setting aside for the moment formal tuition of the kind schools seek to provide, I believe that the key to language development from the earliest stages is the quality of interactions with someone who is more able in the use of language. Where this can be a person to whom the learner has a strong bond, the outcome is more powerful still. The provision through interactions of models of language whether in listening, talking, reading or writing is critical. Very young children, I believe, grow their vocabularies and how to use them by observing and replicating what they see those close to them doing. When, for example, the need to point to something they are interested in is replaced by the ability to ask for it, this represents a huge step forward. Where the models for such acquisition are plentiful and rich – including nuances of tone or alternative vocabulary – then progress is likely to be rapid, especially if opportunity, time and encouragement are present. When such modelling is neither present nor encouraged then progress will almost certainly be slow. It is interesting to consider how today the main models for spoken language – concerning hearing talking through listening – come via television or a computer-based technology where the nature of any interaction is very different from a traditional conversation or discussion. Children today are probably more used to listening to a variety of sources and media, often competing. It can be helpful where appropriate to specify a focus for listening. Similarly, when developing talking, sharing what has been heard in a focused way with referencing to points made by others can help discussion skills. Assisting learners to express themselves and to present their ideas is an important life skill. Again, children will benefit from positive models of listening and talking and from seeing that their contributions are valued.

Reading is something which many children do not witness. For adults to be seen reading in the home is rare. Even then, while the mechanics, the holding of the book, orientation, turning pages and so forth, can be observed only a few outward manifestations of the impact of reading – for example a smile of frown – can be seen. Functional reading may be more often seen than a longer text but is likely to be transitory. Again, the child from an advantaged home starts well ahead from one where in the midst of struggles to survive there is little time or money to provide models of behaviour or of products, books and texts of any kind.

The situation with reading is further complicated by the unique position it holds in the eyes of adults and children alike in delineating progress at school. The use of core reading schemes, of almost any kind, has pluses and minuses but one strength, which can also be a problem, is that it makes clear where the reader is, or seems to be, on the progression through the scheme. It Is the very stuff of many parent-parent chats, “Jack’s on Level 5 now” says the smiling mum to the neighbour whose child is carrying home Level 4. And children know it too of course. That progress isn’t usually on a simple steady gradient is well documented but again can cause concerns, specially where terms like ‘behind’ start to be used. Only today I encountered on Twitter comment from a newly qualified doctor from Cambridge saying how once she was described as being ‘behind’ with her reading.

There was a remark by Margaret Donaldson that, among many, impacted on me at the outset of my professional involvement in education and it was the idea that children, notably young children, are learning all the time and that, in a sense, this can’t be turned off. What they are learning is, of course, the key question. I have always railed at the idea that we specify aims and from these objectives then proceed to teach and that’s what is learned. I have no problem in trying to be clear as teachers what we hope children will learn so as better to plan how we’ll go about matters but what they learn may well be something different, even if our objectives seem to be met. Some of this can be delightful, for instance when a child notices a pattern in words that has not been part of the lesson. Sometimes children can bring to bear additional information from some extra experiences they have had. Making connections is hugely significant and good teaching will value contributions and use them, making explicit what might not be immediately clear to others. However, we need also to be aware that the child – compelled almost as they are – learns much else simultaneously. This can include how to appear engaged when they have drifted off to ‘dream’ or, to be kinder to them, reflect on and refine other aspects of their lives. They can learn that their ideas are readily welcomed or not. They discover that some of their peers are highly regarded while they are not, they seldom are asked to contribute, their ideas are laughed at, and so forth. Ascertaining their worth and standing in a learning context is a vital part of what children apprehend and this process is taking place from the very beginning. When they start to encounter ‘learning to read’ at school too many are not sustained in their image of themselves as likely successful readers.

Not all learning takes place within a school or pre-school setting. Those professionally employed as educators will have children who differ, often greatly, in the range and quality of prior experiences including with language. Some may have great richness, some considerable paucity, some may not have English as a first language and it may not be used at home. The challenge for the teacher – and here I use ‘teacher’ specifically as it relates most closely to the reality of almost all children – is therefore a daunting task in order to make an authentic difference.

I have used, witnessed, encouraged and inspected a range of approaches to early reading. I have read about some others and discussed methods with interested and sometimes expert people, from students to professors. I have never been a zealot – and such exist – for any particular approach rather seeing the crucial factors being the ability to have regular quality time for interaction on a text that matters to the learner. When the collaboration involves a skilled practitioner then the effect is enhanced.

In my consideration of language acquisition, I return time and time again to the importance of contexts. I believe that learning is quicker and longer lasting where the setting is meaningful to the learner and, ideally, engenders interest, commitment and pleasure. The drudgery of toiling through pages of worksheets and exercises is neither effective nor without collateral damage. I believe there are methods of teaching reading – or any aspect of language – which crush the desire ever to read, speak or write again.

While many of us who take a professional interest in education would argue for and strive to promote the use of language as a worthwhile pursuit, indeed a source of pleasure throughout a lifetime, we need to be careful to recognise that this may not be what everyone seeks. There are those who will not elect to read, write or engage in discussion, very often preferring perhaps other means of communicating such as art, movement, making music, or practical activities using their hands. We must see such choices as wholly valid.

Nonetheless, such is the central importance of verbal language that it behoves us as educators to do what we can to empower learners in its use so that the choice at least exists. Reading particularly is vital to learners as they progress through the tiers of education. A young person moving from primary to secondary school without a good level of reading ability is very likely to struggle with the texts upon which courses are based. Later in many further and higher education courses, especially in the humanities or social subjects – though these may today be decreasing – the ability to engage in discussion is an important ability.

Writing has always proved to be a problematic area. Talking through ideas, providing it is not overdone, can be a productive way of releasing ideas and building a desire to write. In engaging learners in writing, it is important that they have a sense of audience and purpose. Initially, of course, they are their first readers and where the teacher can so organise as to be able to interact meaningfully with the developing writer close to the point of writing then progress is maximised. Too often responses to writing in school regress to stock comments – “Too much use of and”, “Remember full stops” etc. – removed in time and relevance from the act.

Writing is an aspect where the creation of text was rarely witnessed by others and so the learner had no model of the process. When teaching, I would try to open up the activity by talking through as I wrote, amending ‘live’, and trying to engage the learners witnessing the procedure. This is difficult to accomplish or sustain in a class situation. Providing a range of written models is easier but many teachers still find that the pressures on managing a large class incline them to resort to published ‘schemes’. Working with learners on the nature of different texts is often replaced by written exercise-based chores. This is understandable but regrettable.

Contemporary innovations and future trends

In more recent times, technology has had a dramatic effect on language acquisition, notably I believe on writing and reading. When word-processing became possible, it greatly improved the opportunities for redrafting text, not simply making it look better but allowing the writer to reflect on it and formulate changes over time; a process which should allow for both a better piece of writing and an enhanced understanding for the writer. That this possibility is not well used in schools is unfortunate.

The coming of the misnamed mobile ‘phone’ has again impacted quite dramatically. I can still remember a teacher saying to me that children just didn’t write any more (not sure how much they ever did) and I’d arrived at the school via a train on which almost every young person was keying in text at a furious rate. The mobile has radically changed the nature of writing and consequently reading. For many, speech is infrequent on their mobile ‘phones’ having been replaced by messaging using one or more apps. The nature of this writing is very different with such features as predictive text and a host of abbreviations. Some of the language thus generated is already being absorbed into artistic forms as well as becoming widespread in business and social interactions. Little of this is taught. It is learned because of its context and relevance to those using it and the models peers provide. It is dynamic and fast in evolving. The young are usually more adept and I suspect that there are now more disputes over hashtags than the Oxford comma.

Footnote: Nick Pepin taught for 10 years in primary schools in Glasgow, Cumbernauld, the Shetland Isles and Arrochar. He was Headteacher of three schools before becoming Lecturer in Primary Education at Jordanhill College of Education. His innovative staff development work, particularly in all aspects of language development, gained him a national reputation. He was a member of the committee which produced the national report on Education 10-14 and was a National Development Officer for the Primary Education Development Project. 

In 1990, Nick was appointed HM Inspector of Schools. During his 20 years with HM Inspectorate he held posts of responsibility for Early Years, Creative and Aesthetic subjects and as Depute Director of the Audit Unit. He drafted the report on The Education of Children Under Five in Scotland and led a European Commission project involving 9 countries on approaches to quality assurance in education. Latterly, he was District Inspector for North Ayrshire, Inverclyde and South Lanarkshire. He has inspected extensively in pre-school, primary and secondary schools, aspects of teacher education, and the provision made by education authorities.

Frank O’Hagan

Carpe diem?

What are children and young persons to conclude from the many differing points of view which circulate about the future of planet Earth? Trump-like attitudes abound. Sceptics perceive activists as absurd and confused. Some proponents of the status quo harbour illusions of normality and stability as continuing onwards from decade to decade. Others simply tout spin over substance to cause distractions or attempt to kick thorny conundrums into the distance for future generations to grapple with and possibly resolve. Groucho Marx succinctly summarised this narrow-minded short-termism – “Why should I care about future generations? What have they ever done for me?” In contrast, there is what is sometimes referred to as ‘cathedral thinking’ or in other words ‘being good ancestors’. Our predecessors bequeathed exquisite buildings for us to admire. Can we, in turn, leave a delightful and healthy world as an inheritance to our descendants?  

The young can become confounded by the multitude of different opinions and pressures in circulation. They have a right to know what those in positions of responsibility at both local and national levels are proposing and must be allowed to voice their apprehensions. It is essential to respond to the significant doubts which they may wish to raise. Should there be regular publications of targets already missed, as well as having an agenda for future action? What more can politicians, environmental planners and business leaders undertake to make up for lost time? How critically do civilians scrutinise deficits in modern living and in what ways can they greatly improve the quality of everyday life? While these are legitimate questions for investigation, there are similar queries concerning youths’ own endeavours, and those of their families and communities, in lessening the dangers of climate change.

Obstacles to overcome

Educationalists will have specific principles to observe in order to provide clarification, elucidation and hopefulness for all age groups. While teaching may be aimed, either directly or indirectly, at outlining current progress and eliciting discerning feedback from pupils, care must be taken not to over-exaggerate. Guidance should ensure that learners grasp trustworthy facts and the outcomes of genuine, scientific research. Lessons and activities need to be well-judged and take due account of their abilities and stages of maturity. A focus on their investigative and problem-solving skills will boost motivation and confidence. As some might have felt perplexed and experienced a sense of helplessness through a succession of reports on the media, a warm and inclusive learning ethos can reduce emotional upset and help avoid deleterious impacts on mental wellbeing.

There have been numerous efforts to build an alertness of risks associated with the likes of extreme weather conditions or toxic fumes causing ill-health and early deaths in cities. However, some commentators have noted what has been called an ‘information deficit model’ – valid facts not known or understood – is still to be found in sectors of society. This is a separate phenomenon from that of the denial of indubitable facts and statistics. When such circumstances prevail, interest and inspiration can decrease. Nonetheless, it is apposite to not to ostracize either of these factions but rather to give time to examine the reasons underlying their prevalence. This standpoint facilitates opportunities to figure out how they came to adopt unconventional positions and to engage in dialogue.

Another obstacle is that the threats connected to climate change normally are not instantly noticeable and, as a result, treated as inconsequential. While it is relatively easy to understand the immediate menace of a global pandemic, the linkage between homes being flooded and carbon emissions is less obvious. By highlighting and explaining the gradual variations which are occurring and the requirement for long-term planning, perceptiveness can be increased and doubts resolved.

It is fortuitous that, when it comes to facing controversies, the well-known myth of ostriches sticking their heads in the sand when dangers loom generally does not apply to eager learners. They are cognisant of the message conveyed in this myth and have enough savvy to review and confront the predictions which envisage the destruction of Mother Earth. Let’s wish them every success!

A dynamic and comprehensive curriculum

Much closer attention is now being given to teachers’ knowledge and skills vis-à-vis sustainability. Additionally, the contributions of specialists in schools, further and tertiary education and industrial-related research substantially heighten awareness. While fully accepting the importance of formal qualifications, credit also has to be accorded to the value of other forms of educational inputs which encourage mindfulness and responsiveness in the 3 to 18 years-of-age range. There are identifiable features of coursework which are immediately suitable for inclusion. As well as providing vital information, they can delineate practical solutions and emphasise positive individual and collective roles for clear-sighted intervention.

The curriculum on offer requires to be all-embracing. It not only needs to extend beyond saving the biosphere but, furthermore, ought to include the numerous means through which contemporary living conditions can be upgraded. The topic of climate change is only one element, albeit a markedly important one, of a wider study encompassing the saving of our planet … and beyond. Its overall aim is the enrichment of the living environment for all humankind. Within this broader framework, a commitment on decarbonization towards net-zero emission targets can be regarded as a ‘saving’ aspect. When the agenda morphs into the creation of a truly healthier, greener and life-enhancing environment, objectives are magnified towards ‘saving and beyond’. Thus, a more comprehensive approach incorporates improvements to tackle poor living conditions, unhealthy diets, misuse of pesticides, destruction of sea beds from excessive dredging, the dumping of garbage and radioactive materials at sea, and the list goes on. It also contains suggestions for consideration on appropriate, eco-friendly involvement. Education really matters!

We are family – all in it together

We live in a common home and our society now has the opportunity to create a happier, safer and flourishing world. While teachers and tutors can partake meaningfully, it would be unreasonable to expect only education settings – nurseries, schools and colleges – to embark on this onerous task. Fortunately, there are many sources for learners to exploit over and above their formal curriculum – for instance: guidance from parents and guardians; the supportive influences of peers; enlightening books, newspapers and television documentaries; dedicated sites on social media; and sponsorships by organisations which focus on improving agriculture and fishing. Authentic, scientific data and advice are accessible from comparable founts of vision to endorse and hasten a beneficial, cultural transformation.

A detailed syllabus on this over-arching theme is exceptionally complex. For anyone even mildly interested in the subject, there is an extensive range of conventional and technical terms in general usage such as: greenhouse gases; carbon capture; environmentalism; ethical investment strategies; transparency on resourcing; sustainability; greenwashing; and recycling. Thoughtful reflection on the terminology can deepen our foresight and understanding of the difficulties which have to be appraised. Moreover, there is a very broad spectrum of relevant topics which takes in: the reduction in road and air travel; greater use of public transport; wastage of rare metals; pollution of land, sea and atmosphere; biodiversity; wind, marine and solar power; energy saving in homes and buildings; peat land preservation; and the traceability and purchase of food and goods.

This immense array of varied contents necessities a highly organised schedule across age bands and curricular areas in order to steer clear of duplication and to ensure maximum impact. It is commendable when schools have devised an inventory relating to the integration of learning prospects. Though these may seem arduous undertakings, the good news is twofold: staff in education are occupied already in this enterprise and, for pupils, their ensuing acquisition of comprehension and prescience guarantees advancement in terms of personal, social, emotional and cognitive development.

Love learning, love your planet

At the early and nursery phases, children form habits with regard to cleanliness, communication, personal safety, good manners and kindness to others. In creative and investigative play activities, they develop an appreciation of camaraderie, flowers, animals and parks. The value of an enjoyable and stimulating early education is undoubtedly of real benefit in fostering their respect and sensitivity towards their immediate surroundings and nature in general. Individual displays or in friendship groups, at times in the company of family members, can enable them to demonstrate their interests aroused by drawings, designs and photographs.

As pupils move through primary school, they have opportunities to learn more about everyday living and how to take good care of ecosystems. A firm basis for responsible citizenship is being established. Project work is often arranged to cover a wide variety of themes, allowing children to select, investigate and then share their findings. For example, on the fashion industry, they might examine disclosure as regards where goods are produced, what they are made from, the distance they travel before being sold, how well the workers are paid, whether these commodities are likely to be recycled or discarded, etc. Likewise, take the girl who reported that her investigation in an upper primary class had been on the damage caused by plastic waste. She mentioned that she had learned about an island of rubbish, larger than Britain floating in the Pacific Ocean, and the devastation of plastic to sea life. The following year, her class had taken part in a topic on rain forests with freedom to pick their own projects. Her skilful presentation had focused on the destruction of forests and its harmful consequences to biodiversity, including disturbance to animal inhabitants. This assignment promoted independent learning and touched on aspects of English, mathematics, biology, environmental studies and technology besides exploratory and fact-finding skills. All worthwhile and motivational.

The cross-curricular nature of ecology and green politics is evident throughout secondary education, an opinion forcefully made by a second-year teenager when interviewed, and requires effective cooperation from different departments. This characteristic holds the likelihood of deepening the understanding of complex issues though analysing them from separate perspectives. While STEM subjects are regarded as particularly pertinent – teaching about the efficient use of energy in physics or the production of ‘blue’ and ‘green’ hydrogen in chemistry – most subjects offer a great deal to explore. A few illustrations underline this point: business studies and economics highlighting how ethical investments can be advantageous for the environment; religious and moral education examining ways in which a united front on improving bionetworks can result in increased communal happiness; and art and design assisting in the production and distribution of imaginative posters or pamphlets for World Earth Day (22^nd April).

Optimistically, by the time that students are leaving secondary school, they will be fully equipped to reflect expertly on perplexing dilemmas as migrations due to crop failure or tensions among nations arising from the pursuit of scarce commodities. They will have acquired the necessary competences to comment on how success and failure rates by governmental agencies should be published and judged. On occasions, they may feel obliged to monitor how mandatory requirements and subsequent penalties for non-compliance by individuals or public bodies are implemented. All being well, they will become the guardians urgently required to safeguard humanity.

Young people care, therefore they are part of the solution

If addressing climate change is urgent, why has headway been incoherent and tardy? It has proved to be comfortable to ‘talk the talk’ but considerably more challenging to ‘walk the walk’. The dominance of rationalism, following the philosophical dictum ‘Cognito ergo sum’ (I think, therefore I am) of Descartes, lingers on in some current thinking and still influences much of what takes place at major conferences. No matter how erudite the conclusions might be, if they lack pragmatism and empathy, they are of little value. The concept of ‘caring’ in this context implies not only appropriate degrees of perception and understanding but a steadfastness in implementing evidence-based responses.

While they await to find out in what manner those in positions of authority are prepared to move forward, the futures of juveniles are to some extent put on hold. It is clear that many adolescents feel obliged to call out for vigorous action to avoid planetary suicide. As responsible outspoken advocates, they deserve our praise. Recently, it was enlightening to hear one primary school girl earnestly supporting the view that children can spread ideas on good practices to a widespread audience in addition to their families. Another touching and impressive case of pupil power and influence was a children’s play which was attended, among others, by the wives of the President of USA and the Prime Minister of UK while the G7 Summit was taking palace in Cornwall in June 2021. Heartfelt messages must be heeded. Virtue-signaling by dignitaries – especially when lacking in genuine honesty and affirmation – is merely hollow and hypocritical.

Youths who have studied and understood impending perils – whether these link to pollution, unrestricted excess, climate change, a dearth of international collaboration, and the like – neither desire to propose utopian dreams nor to write death wish messages. They comprehend that there is no quick fix and also that some countries are already living on the edge of existence. An emergency has already arrived but positivity has not been vanquished. For them, false narratives, complacency and nihilist stances on future calamities being ‘too big to handle so live only for today’ are not acceptable. Learners know that, cherish it or not, they too are involved and have their parts to play. They identify themselves as global citizens and demand a ‘can do, make it happen’ mindset to be adopted.

Concluding remarks

Education locations, at all stages from nurseries to universities, are in a very powerful position to promote life-affirming policies and practices and to assist in reaching ambitious targets which have been agreed. They deserve the support of governments and scientific communities to further develop their programs of study on how to save and improve the condition of a planet in need of loving care and treatment.

Effective educational inputs can be regarded as valuable human assets which enable students to concentrate on constructive routines for facing challenges rather than becoming accustomed to feelings of disempowerment. Using their own research and critical thinking, youthful scholars are able to embrace the role of ‘learner as scientist’ in their search for explanations and answers. It is an energetic form of attentive engagement. As a consequence of their successful efforts, they come to realise that individual behaviours and human customs cause so much damage. They want more than warm words (‘Blah, blah, blah!’) – they demand positive action.

Through their studies, all understand that there are choices which can no longer be sidelined by society at large. They learn to reject procrastination, doom-purveying pessimists, fake news and pseudo-scientific buzzwords. They understand that people, including themselves, need to make informed decisions and to confirm that they are completed inside designated timescales. Many have proved that they are already a force for good and aim to ensure that their incremental steps will ultimately result in giant leaps forward.

(Frank O’Hagan previously was the Adviser of Studies to Bachelor of Education students at the University of Strathclyde. Later, he was a member of Her Majesty’s Inspectorate of Education.)

Frank O’Hagan

A dedication

Up to the time of her death, a beloved sister of mine was a teacher for more than 40 years, working almost exclusively with pupils from deprived backgrounds or those experiencing social, emotional and behavioural difficulties. When she started her teaching career in the 1960s there was such a shortage of teachers that her very large primary class had to be divided into two groups. On alternative weeks, one group attended a morning session and the other an afternoon session. Both groups were considerably larger than the average primary class of to-day. While bravely facing her imminent death, she still worried about young persons’ future lifestyles and lack of learning opportunities. Sadly, many of her fears have morphed into a reality – continuing austerity, low levels of literacy, feelings of alienation and a lack of employment prospects. As I jot down my views on diversity, equity and inclusion, my gratitude goes to her and the many teachers, educational psychologists and inspectors of education who have contributed to improvements in this field and with whom I have had the privilege to work.

The times are always a-changing

In recent years, although there have been changes for the better, concern about services for vulnerable pupils with diverse needs – who live amidst all sectors of society – continues to be a debated and disquieting issue for parents and educationalists. What is more, in periods of hardships and public cutbacks, this aspect of educational provision for our more disadvantaged students can be seen as an easy target for financial constraint and staff reductions. A range of workable strategies will be necessary to ensure that so many young people do not come to perceive themselves as enduring failures. 

Everyday attitudes about the characteristics of young learners alter and transmute, as do conventional stances regarding how their education should be subsidised and managed. These modifications are due to many different factors such as the impact of research projects, developments in teaching methods and advances in society’s views about the rights of children. Outlooks have evolved and perceptions have become more nuanced in a variety of ways. For instance, autism was once considered to be a very rare, one-dimensional and rather inexplicable disability. Nowadays, it is generally recognised as being much more prevalent and to be across an extensive and complex spectrum which comprises intellectual, linguistic, social and behavioural dimensions. Moreover, it is not unusual for pupils who have been assessed as on the autistic continuum to possess high levels of concentration and/or an in-depth comprehension concerning specific topics of interest.  Additional cultural swings have included a greater acknowledgement of the potential of many learners displaying attention deficit hyperactivity disorder (ADHD) to demonstrate positive cognitive features such as creativity.

There are many promising means of developing suitable and empathetic contexts which are truly beneficial for all young people. Through well-tailored, personalised learning programmes, recent findings in educational neuroscience have provided a more hopeful perspective on the capacity of students to adapt to the difficulties which they encounter. Thankfully, there is an evident willingness among professionals to face the very significant obstacles which have to be overcome.

The message is clear that ability is not a fixed entity and that pessimistic attitudes about capabilities regularly need to be confronted. Nonetheless, key questions remain. Has society the will and capacity to address issues relating to diversity, equity and inclusion? How can plans be focussed on success while retaining inbuilt flexibility and identifiable care?  Can educational systems have targeted interventions available to ensure that any apparent ‘breakdowns’ in levels of accomplishments can be quickly ameliorated?

Current challenges to inclusiveness

It is well nigh impossible to be unaware of the presence of diversity in modern society. It manifests itself in statistical surveys and in traditions and pretexts covering age, background, gender, ethnicity, ability, religion and so forth. It is our human melting pot containing both splendour and richness. It also can give rise to apprehension and unease has when individuals or groups are viewed as ‘others’ who are not fully entitled to the rights and privileges enjoyed by ‘in’ groups (a process sometimes referred to as ‘othering’).

Values – such as acceptance, appreciation and kindness – are elements of daily living to be treasured in education and training. Meeting the needs of diverse groups implies interconnectedness and cooperation in establishing universal rights and in building an equitable society. This stance calls for an end to greed, unrestrained capitalism and the continued destruction of Mother Earth. It stipulates that the voices of all students concerning their feelings and self-identified needs should not only be heard but be listened to attentively. Undoubtedly, there exist across our troubled world many obstructions to this vision which require urgent reform. Among an extensive list, depending on customs and place, it may be the disregard of the rights of children who are forced to work rather than be educated, the underachievement of poorer white male adolescents, or vocational openings being denied to students who are physically disabled.

Difficulties encountered, when teaching young persons with varying needs, are too often viewed as arising ‘from within’ or ‘belonging to’ them. From such perspectives, recognised learning problems can be treated as if they are owned by students and their private responsibility. Highly significant environmental factors – prejudices, the lack of adequate nutrition, impoverishment – are overlooked. Consequently, learners are not properly involved in decision-making but are subjected to pronouncements which are hoisted on them by way of a hierarchical system. Parents and guardians, due to their prior experiences, also can feel excluded and may need encouragement to build trust and become actively involved in combatting inequalities.

Skilled educationalists realise that many young people require basic but essential assistance in ‘learning how to learn’ in order to ensure future progress. Staff dedicated to inclusivity will have an expertise in: (1) creating warm and stimulating climates to facilitate headway; (2) establishing purposeful learners’ plans; (3) setting short- and long-term targets; (4) applying procedures relating to advice, guidance and support; and (5) providing motivational feedback to students, parents, guardians and other relevant parties. When acquired, pertinent skills – listening, collaborating, planning, problem-solving and coping mechanisms – can be transferred across curricular areas. It is critical that, for the prerequisites and characteristics of high-quality learning and teaching to be maintained, the capability and proficiency of staff are constantly upgraded through on-going professional development.

Every learner has the right to be included

All pupils deserve to be deemed worthy of making advancements at their own levels of attainment and capacities to learn. Various forms of integration have been implemented, for instance in terms of: locations; social arrangements and communal involvement; and functional and/or instructional settings. Genuine inclusive educational environments will fuse all such approaches into a cohesive and harmonious framework from which no student is excluded. Further, they extend to cover equitable opportunities for vocational training, employment placements and lifelong learning. The overriding philosophy must leave behind a previous ‘What are your problems and weaknesses?’ way of thinking and adopt an outlook which asks ‘In what ways can we assist you to enrich your attributes and extend your talents?’ Staff endorsing an all-encompassing ethos do not see themselves as working in ‘examination factories’. If necessary, they are willing to have fewer or no public accolades as regards their rankings in ‘fake’ national league tables.

When approaches to education are focused on the identified requirements of each learner, travel along productive and rewarding pathways to success is augmented. Along with this methodology, inclusiveness can be a strong catalyst in bringing about camaraderie among students of varying abilities and aptitudes. It follows that, if possible, they should not be cut off and isolated from their peers when undertaking tasks. Learners with diverse needs can expand their knowledge and skills fruitfully in hospitable pedagogic cultures. Authentic collegiate learning provides a sound basis for the cross-fertilisation of views on how they can assimilate information and benefit from new strategies on route to further accomplishments.

For educationalists to play an effective role, they have to challenge the status quo and provide the means of developing competences to overcome social and economic hardship. Programmes which cultivate both worthwhile qualities (for example, confidence, self-esteem, honesty and resilience) and relevant know-how (healthy living, money management, occupational capabilities and so forth) to enhance future chances are of the utmost importance. For these purposes, information and communication technology is helpful in nurturing learning and teaching and in addressing differing needs. At present, computer-based learning, though often very advantageous, is not a panacea. However, further innovations, as the quality of the machine-learner interface improves, augur high prospects.

All forms of educational provision require having well-defined roles, responsibilities and protocols in place for staff who are expected to respond to vulnerable students exhibiting risky behaviours, such as substance abuse, self-harm or noteworthy learning difficulties. Circumstances might necessitate the input of professional agencies which have clear remits to contribute at whole-school, group or individual levels of involvement. Short-term targets may focus on speedy improvements in attaining specific competences, expedited by time-limited, solution-based approaches to resolving pressing concerns. Longer-term objectives could embrace the acquisition of interpersonal skills and a sense of self-assurance. Indeed, for all, it is fitting to move forward well beyond existing hindrances and to encourage positive and rewarding lifestyles.

The dangers of labelling and classification

The drawbacks of labelling can include obscuring learners’ needs, making unwarranted assumptions about their abilities, and inadvertently depriving them of occasions to engage in inclusive practices. Labels also may have a negative impact on the confidence of teachers who might come to the erroneous conclusion that a pupil’s requirements and capacities cannot be accommodated at their school. Improved appliance of assessment methods can detect the co-existence of differing cognitive and behavioural difficulties, all of which require to be addressed within carefully-organised modes of intervention.

Teachers and educational psychologists wish to ascertain strengths and requisites when assessing learners. Unfortunately, by engaging in a classification process they may unwittingly fabricate a rationale which results in pupils being even further removed from mainstream education. For instance, students can suffer a ‘triple whammy’ as when a categorisation unduly influences: (1) low expectations relating to their potential; (2) an assumption that they should not be accepted into a school; and (3) the likelihood of them being permanently excluded.

There has been a widely-held belief that categorisation and labelling are important in providing legal protection, acquiring funding and gaining access to extra assistance from services and educational establishments. Certainly, case studies to back this view can be found. Nonetheless, there are other ways in which these benefits could be obtained if a comprehensive framework of students’ rights was utilised.

Endeavouring to fit an individual’s needs into a single grouping can have deleterious consequences. In general, there has been a distinct move away from the usage of tight categories. However, even looser eclectic descriptions, such as ‘experiencing additional support needs’, carry with them the danger of being interpreted as a rigid classification. A constant emphasis on differences and a disregard of similarities opens the way to shifting from receptive towards restricted mentalities. Vigilance to ensure that a learner is not excluded (or should one say ‘imprisoned’?) via the improper use of a label is paramount. (In any case, do we not all have additional needs, albeit diverse ones at differing levels?)

Assessment which leads to well-directed assistance and incentives

Appropriate appraisal procedures are required to address difficulties and play a crucial role on behalf of learners who are experiencing them. They not only clarify levels of current competences and capabilities but also indicate which forms of involvement and aid are most advantageous. In erstwhile routines, a great deal of credence was given by professionals to formal intelligence tests and standardised results in connection with language and numeracy. More recently, there have been considerable criticism and scepticism concerning the application of such types of normative measures. Very often, as an alternative, the emphasis has been placed firmly on using assessment techniques to help structure and maintain successful tutoring strategies, adaptive behavioural interventions and uplifting learning environments.

There is much to recommend in utilising processes which combine accurate assessments of strengths and requirements alongside the identification of those circumstances best suited to needs. Carefully-staged observations of everyday situations are valuable in avoiding simplistic analyses when attempting to map out how best to intervene. Within therapeutic and educational surroundings, formative assessment can be highly beneficial in terms of promoting both effort and achievements. It enables teachers to highlight what learners have mastered already and to devise future learning pathways.

Skills relating to on-going constructive assessments may appear easy on paper but in practice require substantial expertise. They take account of: devising and setting realistic objectives for all students; sympathetically but rigorously monitoring their progression; providing feedback in an inspirational manner; and collaborating with learners in reviewing their aspirations and in planning forthcoming goals. A concerted engagement following this outline reveals hidden talents, rejects segregation and increases a sense of belonging.

Conclusions

The needs of too many students are frequently missed, their perspectives misunderstood and their voices ignored among the bureaucratic and complex demands of modern education. A cultural shift is fundamental if inclusiveness is to gain traction. The acceptance of diversity and the commitment to ensuring equity for all entail high levels of advocacy, respect, tolerance, compassion and appreciation to permeate throughout learning communities. Unconscious bias has to be recognised and abolished along with negative stereotyping and labelling. Specialised support should be extended and focused within mainstream education, if necessary, using existing special schools and clinics as resource centres.

Governmental and local authority guidelines must wholeheartedly incorporate egalitarian principles and values. If official proposals or prescribed curricular topics prove to be unworkable, the duty of educationalists is to draw attention to deficiencies and to recommend or ‘reclaim’ appropriate courses of study and training programmes for their students. Schedules which include thoughtful and regular monitoring to enhance emotional wellbeing, acknowledge accomplishments and generate further advancement are key ingredients in maintaining successful developments. When effectively delivered, professional collaboration promotes confidence, self-belief and ‘can do’ mindsets regarding endless options for personal, social and intellectual growth.  

In summary, proponents of inclusive education aspire to foster welcoming, coherent and vibrant systems which:

• are open and respectful to all learners without any imagined or created barriers to admission and full participation
• provide individualised learning pathways which ensure meaningful progress irrespective of identity, attributes and social background
• encourage students to take responsibility to attain their desired learning outcomes through well-planned and accommodating interchange and negotiation
• offer a comprehensive and integrated range of counselling, guidance and supportive strategies in conjunction with relevant professional agencies and local facilities
• help to build and maintain energetic, equitable and flourishing national and community services.

Appendix

Points for consideration

The United Nations Sustainable Development Goal No 4: ‘To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (by 2030).

United Nations: Convention on the Rights of Persons with Disabilities: General comment No 4, 2016. Article 24: Right to inclusive education: ‘The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the different requirements and identities of individual students, together with a commitment to remove barriers that impede that possibility.’

These are world-wide challenges. How advanced is our nation in reaching these high standards? Perhaps, more basically, are those in positions of power and responsibility fully aware of goals to which they are committed?

Note: For a brief charter focusing on the principles and characteristics of equity and inclusion in education, please use the following link: https://improvingcareand.education/home/inclusion-and-equity-in-education-key-principles-and-characteristics/

Additional note: A wide variety of items on inclusive practices are available for study and reflection at: https://inclusivepracticessite.blog

(Dr Frank O’Hagan previously was the Adviser of Studies to Bachelor of Education students at the University of Strathclyde. Later, he was a member of Her Majesty’s Inspectorate of Education.)