Inclusion

In August, an ITE report offers greater insight into how inspectors evaluate inclusion. Here’s an extract, but the full report on Blackburn College’s strong performance across the board is worth reading. “Leaders take deliberate actions to ensure that equality, diversity and inclusion are integral to initial teacher education provision. Trainees benefit from sessions on the history
of special educational needs and/or disabilities (SEND), student profiles, the importance of adaptations and adjustments and widening participation. Governors receive precise and detailed information from leaders to enable them to review systematically how well trainees are supported. They scrutinise the systems that leaders use to identify trainees’ starting points and needs, including economic disadvantage and SEND. Governors ensure equity of provision for pre- and in-service trainees.”

Positive comments on inclusion indicate leaders take deliberate actions to identify potential barriers to learning. What deliberate actions could you present suggesting barriers are identified at the initial interview stage rather than later in the programme?

“Leaders provide learners with a range of practical and pastoral support that helps them to participate in their learning. They provide information on interpretation services, employment services and mental health, welfare and wellbeing support. They remove practical barriers by funding travel costs, providing transport for learners with mobility needs and sourcing accommodation for asylum seekers.”

FIN Members – To read the full article,  click here.