Adam Boddison and Kamal Bodhanker look at how the UK’s National Association for Special Educational Needs (nasen) are now supporting international schools in partnership with COBIS.
Clare Taylor loved teaching internationally, but having seen what can be done in South Australia, she suggests international schools could become more fully inclusive.
Janice Ireland and Marytina Osuchukwu describe how a school in the Niger Delta region has introduced a radical inclusion programme, with dramatic results.
Imagining a ‘new normal’ is backward looking, argues Ger Graus. For Ger, it’s time to build on what we have learned in 2020, move on to create genuine opportunity for all children, globally.
Robert Young looks at how the idea of the balanced curriculum is under further threat as a result of Covid-19.
Kyra Kellawan and Andreu Gual i Falco ask schools to challenge attitudes that both undermine student aspiration and lead to an unbalanced workforce.
According to Henry Wong, helping local staff understand the micro-culture in which they work is as essential as orientating new international staff when they arrive.
Colin Bell and Kamal Bodhanker, explain how nasen and COBIS have joined forces to raise the profile of Additional Educational Needs (AEN) in international schools.
As a result of frequent relocations and long periods of family separation, the children of military personnel need empathetic support in school, writes Louise Fetigan.