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How can we challenge assumptions about learners with SEND?

Life is determined by the normative. From the moment we are born, our weight, height and growth are tracked on charts that compare our trajectory of development with what is considered...

Teacher language: Help or hindrance to classroom learning

Communication between teacher and pupil is vital to pupil learning in the classroom. Usually, the focus is concentrated on the development of a pupil’s communication skills and not those of the...

What does/should inclusion even mean to the autistic learner?

I feel that the equity versus equality ‘debate’ (Baily & Holmarsdottir, 2015; Bird, 2018) is more than pertinent when any discussion about autistic inclusion takes place. The idea that all...

SEND: Looking through an intersectionality lens

This blog post explores the concepts of special educational needs and disabilities (SEND) and intersectionality, and highlights the importance of having an awareness of how these are linked. I...

All things inclusion: Presentation overviews and discussions from parallel session A

As chair of parallel session A for the BCF Spotlight on SEND event in March 2022, I was delighted to welcome our speakers and share questions from our delegates.  The session began with a...

Hopes for the future: Presentation overviews and discussions from parallel session B

As chair of parallel session B for the BCF Spotlight on SEND event in March 2022, it was my pleasure to introduce the speakers and to field questions from the audience. In addition to the other...

Editorial: Spotlight on SEND: Curriculum design and practice

On 24 March 2022, the British Curriculum Forum (BCF) ran the Spotlight on SEND: Curriculum Design and Practice online event. The event focused attention on research-informed curriculum design and...

How much the price for inclusion in the English secondary history curriculum?

In response to written questions from Parliament’s Petition Committee on 9 March 2021, the then Minister of State for School Standards, Nick Gibb MP, made it clear that there was no plan to make...

Evidence-based practice in schools: What’s really going on?

Improving educational outcomes through high-quality provision is one of the main aims of education systems across the world. Over recent decades there has been a concerted move by policymakers in...

Strengthening teacher networks: Decolonising secondary school history curricula

Race & Education: BERA Small Grants Fund research reports

The decolonising of curricula is a current issue in education, but the complexities and varying interpretations of what this actually means can present challenges and uncertainty. During a time...

Food banks in schools and the ‘cost of living’ crisis

In the UK, over 2.6 million children experience food insecurity, which is defined as those who have limited or unreliable access to food due to a lack of financial resources (Power et al., 2020;...

‘Challenging’ reflexivity in the transition between practicums: A practical and gamified approach to embed ‘big ideas’ into the teacher education curriculum

Like all teacher educators in England, we are conscious that our practice is increasingly located in turbulent and changing political and managerial landscapes for teacher education (see Murtagh &...