Teachers & Other Education Professionals

“Sophia was the first child with Down’s Syndrome to come to [this] School. She came because her Mum wanted her to. We focussed on what she was good at which was abstract Art. She got a starred grade in GCSE and A grade at A level. She is now at University doing an HND in fine art and printmaking.” Teacher

A teacher leans over a child, demonstrating how to use a paint stencil. Both are smiling

Education professionals want to do the best by all their students, disabled and non-disabled, but the system doesn’t always let them.

We know all Disabled learners can be successfully included in mainstream, but underfunding makes it hard for schools to fully support them. The environment of competition and focus on academic results can mean children who won’t achieve good exam results are not welcome in some schools.

Recent changes to the OFSTED inspections regime have increased pressure on teachers to deliver academic progress across the pupil population every year or suffer the consequences of being labelled as a “coasting” school. OFSTED now gives little attention to the work schools do to welcome and support a diversity of pupils and students.

In addition, education students often receive little training in how to include Disabled pupils and students. The language of “special educational needs” makes it appear to be a specialist area, someone else’s problem, not core knowledge for all teachers.

But inclusive education isn’t something governments can opt out of, it’s a human right. Inclusion in mainstream society from early years onwards is essential for Disabled people to have a chance of lifelong equality and the kind of strong social networks that will support them in life and that many non-disabled people take for granted. It’s essential for non-disabled children to grow up with Disabled children, to be friends and understand that they are part of society.

We campaign for all schools, colleges and universities to have the training and support staff they need to welcome and support the inclusion of all Disabled learners. We provide resources (see below) for those pushing forward the inclusion agenda, and we campaign against government policies and legislation which undermine inclusion. Join us.

ALLFIE Survey Report: Coronavirus Impact on Disabled People’s Education

Read the findings of ALLFIE’s Inclusive Education Survey on the impact of Coronavirus (Covid-19) on education for Disabled pupils and students during lockdown.

Ofqual GCSE and A-Level Grading: Inequality for Disabled Students

Disabled students are much less likely than their peers to be awarded their teacher-assessed GCSE/A-Level grades under Ofqual’s assessment system – find out ALLFIE’s view.

Back Up’s inclusion toolkit

The Back Up Trust have produced an education toolkit aimed at young people with spinal cord injuries, their parents, teachers and health care professionals. Much of it is applicable to young people with other impairments.

Current Debates: Part 2

Exploring support provision for disabled learners and the importance of international human rights in addressing barriers to inclusive education. Academic and ALLFIE trustee Dr Miro Griffiths MBE continues his three part series for education students on some of the key issues around inclusive education.

Making inclusion “normal”

Our ex-Director Tara Flood visited Finland and Canada to research their experiences around inclusive education. Here is her report.

Ofsted’s education inspection framework

ALLFIE responded to the consultation. Are the proposals style over substance?

The National Education Union: SEN, Disability and Inclusion

Colleen Johnson was recently elected onto the National Executive of the National Education Union as their representative for disabled members. A few months into office, Coleen describes what’s she’s been doing and sets out her vision for the future of disabled pupils and staff.

School Accessibility Plans: Our Research

Schools have a duty to create accessibility plans – but is this happening in practice, and how well is it working? ALLFIE has been finding out.

Current Debates: Part 1, Understanding Disability and the problem with “Special”

Academic and ALLFIE trustee Dr Miro Griffiths MBE begins a three part series for education students on some of the key issues around inclusive education.

EHCP guidance: the RIPSTARS project

Children and young people should be involved in creating their Education, Health and Care Plan. How can professionals achieve this?

Useful contacts for education professionals and students

Training, resources and information

United Together for Inclusion

Richard Rieser interviews Mary Bousted and Kevin Courtney, joint General Secretaries of the new National Education Union (NEU) about their interest in inclusion.