Instrumental music teacher Julia Kiggell suggests that understanding connections between dyslexia and mastering a musical instrument can help transform a student’s learning.
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Ensuring an inclusive culture in an international school.
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.
The benefits of early intervention occupational therapy in school
Rachel Gillespie looks at how in-house occupational therapy is making a big difference to the lives of children and their teachers at a school in Singapore.
A disability unit in South Australia is striving towards ‘deep inclusion’
Clare Taylor loved teaching internationally, but having seen what can be done in South Australia, she suggests international schools could become more fully inclusive.
Inclusion in a remote setting
Janice Ireland and Marytina Osuchukwu describe how a school in the Niger Delta region has introduced a radical inclusion programme, with dramatic results.
‘It is what it is, and we are where we are’.
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.
Big questions
Robert Young looks at how the idea of the balanced curriculum is under further threat as a result of Covid-19.
. . . and why it matters
Kyra Kellawan and Andreu Gual i Falco ask schools to challenge attitudes that both undermine student aspiration and lead to an unbalanced workforce.
Supporting local staff in international schools
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.
Developing best practice for inclusion in international schools
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.