Putting this learning support mantra into practice is the best way to meet an increasing range of post-covid needs, according to Krystle Flack, Head of Learning Support at Cranleigh School.
Asking students to reflect on and talk about their ideas can be difficult. Matthew Kloosterman suggests that getting students into the right visible thinking routines makes all the difference.
Tau Wey, Head of Keyboard Music at Sevenoaks School reflects on changes being made to music education and curriculum that gives voice to our diversity and difference.
For Matthew Savage, gathering and using data in context to inform our teaching and guide our support for students is nothing short of a moral imperative.
Clare Ives makes a persuasive case for using the concept of equity to lay the foundations of a school’s culture and to guide a range of school interventions.
For Nunana Nyomi, it is fear itself that holds us back from addressing diversity, equity, inclusion and justice issues in international schools. Two strategies can take us forward.
Developing a framework to coordinate multi-agency support of children with disabilities in any country is no easy task. It is especially important in Malawi, as Anita Soni reports.
The unique programme of a school built in the grounds of a residential care home on Réunion Island is impacting the lives of young and old alike. Principal of Ma Kindy, Jade Amalou reports.
According to April Remfrey, international schools need guidance, support and clear standards to follow in order to become more inclusive.
Research at district level in Malawi suggests that information sharing by support agencies in the right way will significantly enhance the impact of special education in low-income countries. Anita Soni reports.
For Abigail Reed, a new report from UNESCO’s International Commission on the Futures of Education is a clarion call to action for international schools.
The announcement of a prestigious UK award to Bangkok-based vocational centre, Steps, prompts Andy Homden to reflect on changes in international SEND provision over the last 40 years.
Flora Floris and three of her students in the English Department at Petra Christian University describe the success they have had in using the AR platform Moatboat when teaching EAL.
Two keynotes. Two stories. One message about the future, and it might not be what you were expecting. Reflections on the COBIS 2021 conference from Andy Homden.
Instrumental music teacher Julia Kiggell suggests that understanding connections between dyslexia and mastering a musical instrument can help transform a student’s learning.
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.
In the second of two articles Ger Graus argues passionately for changes to the curriculum which will excite the imagination and raise aspirations.
At a time of such profound and rapid change, it is vital to keep up with emerging trends in order to plan effectively. Diane Glass of ISC Research looks at two important studies that are hot off the press.
In the light of questions being asked about racism in 2020, Gwen Byrom thinks we all need to take a hard look at the cultural climate in which international learning is taking place.
2020 has been a turbulent year (and it’s not just about the virus). Stephen M. Whitehead thinks it will force us to face some difficult truths.
Ger Graus looks at the role models we all look up to and asks how Maya Angelou’s ‘heroes and she-roes’ affect the changing aspirations of young people.
Whatever else changes in education after the lockdown, according to Ger Graus, Global Director of Education for KidZania, widening horizons and raising aspirations must become an integral part of the ‘new normal’. Social mobility should at the heart of all we do.
Teacher, writer and social activist, Ger Graus is also a successful businessman and Global Director of Education for KidZania. He thinks that young people can imagine their future with confidence – if they know how. ITM’s Andy Homden caught up with him recently on-line.
Although educational opportunities are opening up for more young people with learning disabilities, finding a way into full time employment still presents a challenge. A new bakery in the UK is showing how the bridge can be built. Jane Chong, the co-founder of Step and Stone reports.
Education in developing countries is often regarded as a privilege rather than a right, and children with support needs are all too often an excluded group. A number of national organisations in Malawi, working with a team from the University of Birmingham have found this need not be the case, as Dr. Anita Soni reports.
Homelessness seems to becoming an increasing global problem and children are inevitably involved. Leah Davies looks at how, as a profession we might address the issue. One thing is for sure – it cannot be ignored.
Much has recently been written highlighting the importance of a child’s mother tongue (or “home language”). Susan Stewart, describes the advantages of putting home languages at the centre of a school’s curriculum.
A consequence of the ever-increasing popularity of international schools is the growth in the number of children learning in a language other than their first. This can open opportunities for the individual but, as Carolyn Savage explains, continuing to develop the mother tongue is vital to enhance learning.
ITM talks to Dr. Ger Graus OBE, Director of Education at the London KidZania. His recent research has implications not only for schools in the UK, but also for international schools.