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Tell us a story or personal experience regarding inclusive education in practice with a picture of your choice.

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Tell us a story or personal experience regarding inclusive education in practice with a picture of your choice.

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Post a picture focusing on one of the following themes:
- Race, Gender & Ethnicity,
- COVID,
- Special Education Need, and
- Poverty.

Answer the following questions.

1. What kind of inclusion is depicted in this picture?
1.1. Where are you? (e.g. primary school, secondary school, higher education)
1.2. What are you participating in? (e.g. student-teacher relationship, peer relationship)

2. How does the picture speak to you in terms of inclusive education in practice?
2.1. What have you learnt from this Inclusive Education Practice experience?

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1. This picture depicts an inclusive learning environment where children and teens with Special Education Needs are not separated from their classmates.
1.1. In Italy (=my home country), special needs schools were abolished in the 1970s, since then children with Special Education Needs are taught in "regular" schools - so this picture could have been taken in a kindergarten/nursery, a primary or a secundary school.
1.2. As a future teacher who does internships in schools all the time I have a stundent-teacher relationship with the children depicted in the picture.

2. In terms of inclusive education in practice the picture represents the opportunities, but also the difficulties in an inclusive learning environment.
2.1. From my internships in Italian schools I have learnt that real inclusive learning settings are rare, most of the time students with Special Education Needs are still separated in one or another way from their classmates when fulfilling certain tasks.
Because of that I am looking forward to learning about inclusion/inclusion policy in practice in other countries in this course!

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1. The inclusion depicted in this photo is shown across the assistance and support being given to those with disabilities. This is within the context of a theatre company, who dedicate workshops for people with disabilities, to allow them to become a part of a theatrical/drama process. Within this country, people with disabilities are commonly excluded from activities relating to drama or performance.
1.1 Whilst this inclusive project is not strictly 'educationally focused', these workshops are there to facilitate the learning on how to be creative and included, these sessions can take place in schools/community centres/after school.
1.2 Having facilitated my own DIY Theatre company workshop, i know that the relationship between 'student-teacher' is  meant to be entirely supportive, equal and inclusive within each other and the rest of the group.

2. In terms of educational practice, the picture shows the passing on of the 'Skills' to be a creative member. Resembling the teacher and student role to help and work with one another.
2.1 I've learnt the complexities about inclusivity and accessibility when it comes to educating or working directly with people with special needs. It showed me how to be sensitive, and respectful, whilst also being somewhat educational and inspirational to the imagination and immersion of the participant.

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This picture refers to the impact of education during the COVID 19 Pandemic, where the face of education was changed and both teachers and students had to adapt to new methods of learning. Although many people saw this as a challenge for the education system, it can also be seen as an opportunity.

Education has continued to incorporate this additional use of technology which is also highly relevant to the world we live in, that is gradually becoming more reliant on technology.

It was interesting to share the experience of my younger siblings learning from home whilst we were in lockdown in 2020, in which I helped to guide my siblings through using technology such as Zoom and Google Classrooms and submitting work electronically which is something that they were previously unfamiliar with.

However, issues were raised in my sibling’s primary school in which some students did not have access to this technology, based on their background and family circumstances, but luckily their school tackled this with sending out classroom laptops to families who need it to ensure every child still had a good quality education at this stage.

This taught me that although the UK where innovative to introduce more technology-based learning during this crisis of the pandemic, my siblings primary school went one step further to provide equality and inclusivity to those who were at a disadvantage. - Sophie