Depute Rector (Academic) Antonia Berry discusses the importance of creating an inclusive school community and how her experience as both a veteran teacher and parent of a neurodivergent child have helped shape her views. We are publishing this as part of our Neurodiversity Celebration Week content, looking at neurodiversity from a range of perspectives and lived experiences.
As a parent of an exceptional young man with ASD (Autism Spectrum Disorder) and a classroom practitioner who has been privileged enough to teach (by now) hundreds of remarkable and truly individual young people, my belief in inclusive education has only strengthened.
What do we mean by inclusivity in education? It is the principle that we teach the child in front of us: we select curriculum texts based on their interests and particular learning needs; we tailor the feedback we give knowing that one child may need affirmation and encouragement, while another may need to be told we expect better. It is an understanding that each child is an individual and has the potential to astonish.
My own school experience was not an easy one. As a teenager with questions about my sexuality, school was a threatening place, where I did not always feel safe or comfortable to express myself and pursue my interests. It is my experience as a pupil, a parent and as a teacher, that has cemented my educational ethos, an ethos that is fiercely advocated by St Columba’s School.
“Inclusive Education” was a phrase coined by the UN Convention on the Rights of Persons with Disabilities (United Nations, 2006) and now it is a phrase that is ubiquitous in the education sector. It marks a methodological shift from the traditional “one-size-fits-all” approach to individualised teaching, where we must aim to teach the child in front of us, taking into account disabilities, sexuality, race and learning differences. It is about removing barriers to learning that some pupils might experience. But for me, it is more than just adapting your texts because you happen to have a Sikh child in your class, or a child with two dads, or moving the furniture to accommodate someone confined to a wheelchair. It is about knowing your pupils, every pupil, as an individual – knowing their strengths, weaknesses and interests, what motivates them and what scares them.
I have another child – a daughter. She is bright and sociable. She will sit at the front of the class, put her hand up, follow instructions and loves learning. No signs of learning difficulties, neuro-divergent traits or health issues. However, she came home from school one day having struggled with a mental maths activity that she was to complete under timed conditions – she couldn’t do it. And she was distraught. Inconsolable. Frightened about going back into school. We had to spend the evening practising mental maths challenges similar to the one she could not do in class. These she completed through heaving shuddering sobs. She would not let me stop and I couldn’t talk her down from the state she had got herself into. This is not the first time I have seen her like this.
When she doesn’t get something first time, or her handwriting isn’t perfect, or she has coloured outside the line her reaction is distressing to watch. An excellent teacher will know this aspect of my daughter’s character, will understand that she needs nurtured in such a way that when she makes mistakes, she understands that this is a normal part of the process and something she should be comfortable and safe doing. An excellent teacher will understand the pressure she puts on herself and will consider this in direction, feedback and tasks. An excellent teacher will cater for the niche interests of my son and understand how important routine and rules are to him, while managing the perfectionist traits of my daughter and the individual needs of the other twenty children in the class.
This is what inclusive education means.
In recent years, St Columba's School has made significant strides in fostering inclusivity, diversity, and equality. Recognising the importance of creating a welcoming environment for all pupils, the school has embarked on a transformative journey, ensuring that every individual feels a sense of belonging and acceptance. At St Columba's School we are proud to be playing a proactive part in this movement, striving to provide an educational experience that reflects the unique needs and interests of each pupil. It is an unshakable part of our ethos, one which we will not tolerate a lack of commitment from our pupils, parents and staff.
Last session we achieved the Silver Award for Rights Respecting School, and this year, we are working diligently towards earning the prestigious Gold Award. As part of this endeavour, we are committed to raising awareness about the United Nations Convention on the Rights of the Child (UNCRC) throughout our entire community. It is essential for us to recognise that all pupils deserve to feel a sense of belonging, irrespective of whether they fit into a predetermined mould or ideal.
Additionally, we have established various pupil-led committees and clubs that create safe spaces for pupils to explore and discuss important topics related to rights and responsibilities. Our committees, such as Amnesty & Equalities, PRETTI, and PRISM, focus on open discussions surrounding issues of race, gender, and sexuality. These forums not only promote understanding and empathy but also empower pupils to advocate for equality and social justice within and beyond the school walls.
At the core of our educational philosophy lies the belief that every person is different, and therefore, the educational experience we offer must be tailored to meet individual needs. We prioritise curriculum planning that takes into account diverse learning styles and interests, ensuring that each pupil can thrive academically. We dedicated our recent in-service days to learning how to make our teaching more inclusive by inviting ADHD expert Dr Laura Brougham from Purple House to deliver a keynote speech to our staff followed by a hands on training session. Diane Mansfield-Hickman, specialist teacher and assessor for learners with dyscalculia/maths difficulties, delivered a workshop on dyscalculia. These sessions formed part of a carousel that included workshops on support strategies for pupils with ASD, working memory issues, equality in the classroom and unconscious bias, as well as digital tools to support accessibility. The buzz about the school during this day is testament to our staff’s commitment to inclusivity.
Schools have a responsibility not just to accept differences but to celebrate what makes each young person individual and strive to create an environment where every individual feels valued, respected, and empowered.