Best Practice

A mirror and a window: Using the curriculum to include the excluded

Knowledge begets knowledge. The more you know, the easier it is to know more. But the opposite is also true meaning we often exclude students from learning unwittingly. Matt Bromley offers a three-point plan to address this
Image: Adobe Stock

In my keynote at SecEd’s recent National SEND and Inclusion Conference, I began by exploring an aspect of inclusion that is not often discussed and debated – the effects of photonism on students with legatis.

I explained that photonism had an adverse impact on all students with SEND but that those with legatis were disproportionately affected. I referenced some data to prove the point but was met with a sea of blank faces.

And so I sought out a useful comparison: I said that the line on the graph I was referring to was similar in shape to the outline of the famous New Fountainville building in Smithson Square, Newmanham.

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