In honour of Pride Month, we spoke to Jo Brassington and Dr Adam Brett, the authors of the newly published Pride and Progress: Making Schools LGBT+ Inclusive Spaces.
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Children with Down syndrome (DS) can become independent readers. This understanding (and societal expectation) is relatively new in that twenty years ago reading instruction for this population was primarily focused on functional reading—and prior to that time, there was no expectation that children with DS would learn to read.
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As we consider the re-centering of Indigenous People being visible throughout the world, one must also consider how this visibility has impacted education systems and statistics.
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I conceive this post as a public invitation for us to think about Indigenous youth, Uvalde Texas, and our role as educators as we approach the International Day of the Worlds Indigenous Peoples. I ask that you consider the following: Why do we write? Why write now?
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Of the various less-than-comfortable narrative strands of the status quo that the COVID-19 pandemic has succeeded in showing up in stark relief—our rather troubling (if somewhat half-hearted) complacence about the systemic blind-spots that continue to colour the prevailing culture of a clearly inequitable higher education policy-framework—easily features among the most worrying, and thus, among those precise pulse-points that carry tremendous potential to help build the post-pandemic reset better, stronger and palpably fairer. In this piece, the authors endeavour to elaborate upon this and supplement the same with a brief analysis of India’s year-old National Education Policy 2020.
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To meet the changing demands of the students and many other stakeholders of education in the twenty-first century, the education systems of different nations of the world are in the process of continuous paradigm shifts in their curriculum, methods of instruction, management, evaluation process and other related components. For achieving well-rounded and integrated development among the learners, integrated programmes play a significant role in the field of education.
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Life has been tough for everyone during the pandemic. We have all experienced fear, loneliness and a longing for normality. As adults, we could rationalise what was happening, but for children, particularly the very young, being suddenly unable to see Granny or attend playgroup has been perplexing and upsetting. However, the loss of play time is more than just a disappointment, it represents a notable loss of learning experiences and, due to inequality of access, it is children born into disadvantage who have lost out most of all.
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Since the coronavirus pandemic in spring 2020 started to disrupt people’s normal lifestyle, the virtual world has come to the rescue. Across the globe, shopping, entertainment, work, and education moved online. The spread of COVID-19 has had profound effects on education globally. As schools and universities closed, many turned to technology to try to continue the teaching and learning process.
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COVID-19 has left the institutions worldwide, with no choice but an emergency shift to virtual learning, creating several arguments associated with digital infrastructure, digital divide, digital literacy, technical and pedagogic skills of teachers, digital contents, and so on.
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Racism is an ugly stain on humanity. How wonderful it would be if we all thought of ourselves as equal – regardless of race/ethnicity. This is obviously not the case, and for the past 400 years, people who are not white have faced untold miseries due to the colour of their skin or their ethnicity.
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In this Special Issue, we proudly showcase five papers that reflect on the past and look toward the future across a number of critical issues in teacher education and special education.
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The January/February issue of TEACHING Exceptional Children covered a very special, and underserved topic: the importance of visual and performing arts in education. Research has shown arts education can help improve cognitive, emotional, and social development for students with disabilities, among other benefits. This issue of TEC presents practical, real world applications for how teachers can better integrate arts education into their classroom.
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SAGE are proud to announce the launch of our new Discipline Hubs!
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