Have you ever felt left out of an event, conversation or situation? It can feel isolating, lonely and humiliating.
I remember being younger and hating Physics. I couldn’t understand it. It made no sense to me. The teacher didn’t try to help. Instead, every lesson, I frustratingly tried my hardest, but to no avail. I just couldn’t access the information – even though I wanted to.
For so many students worldwide, this is a daily occurrence in the classroom – but on a much worse scale. They are being excluded from learning because of their identity, needs or style of learning.
A prime example is the unfair bias in certain subjects. Commonly, TVET (Technical and Vocational Eductional Training) subjects such as agriculture, financial management and computer studies are being labelled as ‘more for boys.’ Girls are also not receiving the equal opportunity to study sciences and maths.
‘In low- and lower middle-income countries, around 40% of children with disabilities are out of school at primary level and 55% at lower secondary level. Girls with disabilities are confronted with double discrimination: as girls and for having a disability. In many countries there is insufficient knowledge on inclusive education, and how children with disabilities can be effectively included in education sector planning and in school. Often, there is a lack of accessible infrastructure, strategies, teacher training, and learning materials for inclusive education.’ (Global Partnership for Education)
In 2020, UNICEF stated that of the nearly 1 billion people globally with a disability, 80% live in low- and middle-income countries and 240 million are children. Since then, vocabulary and terminology has changed, as ‘disability’ suggests that a student is not able to complete work. The truth is that all students can learn, but it is up to the teacher to make it accessible for them. So, now, within education, ‘Special Education Needs (SEN)’ or simply ‘Additional Needs’ is used to describe any child who needs to have teaching adapted to suit their needs due to an existing condition, such as autism or deafness. There is little to no research available on Special Educational Needs (SEN) in these countries, whilst information for teachers on strategies to include these students in the classroom is sparse and limited.
These are just some of the reasons that the CET is releasing an introductory course that helps teachers to get to know their students better and plan more effective inclusion in the classroom. Whilst our teachers have worked hard to develop a growth mindset, it is clear through community events that many still have unconscious bias that needs eliminating through different choices of language and behaviour.
Our aim is to create a more inclusive classroom: one where teachers think about each student individually, giving everyone an equal chance to achieve their potential and feel involved. If students feel like they belong, it can increase motivation, attendance and performance, whilst also benefitting the teacher’s well-being and motivation. We are in alignment with the World Bank’s aim of ‘training teachers to adapt their teaching strategies to support all’ and UNICEF’s vision to raise awareness, implement support and build capacity. Their guidelines are vital, presenting ambitious aims, and we are providing the tools for change.
By completing our course, teachers become an agent for change; taking action to break down barriers that stop students from learning whilst encouraging the acceptance of others. They are taking the first steps to enable schools to become a place where:
- All students have equal relationships with each other and their teachers
- All students have the same access to quality education, no matter their background or attainment
- All students’ beliefs and backgrounds are valued
- All students are taught appropriately, where teachers have high expectations
- All students are collaborative and respectful
- All students are celebrated, including their differences.
This way, students can become more empathetic, understanding of people and open-minded. After all, teachers are at the core of creating a more inclusive society (Inclusive Education Initiative) – one where different people can live together peacefully.
As key supporters of the United Nations SDG4 ‘Ensure inclusive and equitable quality education for all’, it’s time to put the emphasis back on inclusive by raising the status of inclusion and diversity in lower- and middle- income countries.
To sponsor a teacher and enable them to take our new course, please donate today.
