@AliBtait@tanzania8@magmcc14 https://t.co/JPw30FL9lY Apologies for the Amazon link! The book is available as an e-book and on paper. The relevant chapter is chapter is "The Evolving Concept of Inclusive Education"
@AliBtait@tanzania8@magmcc14 In context, you will see that 'outcome' should not be read as 'attainment'. This section of the chapter is discussing how to include diverse young people (including neurodivergent young people) and how tensions can arise around this. The focus is not attainment, but inclusion.
@AliBtait@tanzania8 I am very uncomfortable these days to post on X for ethical reasons, but it's important to note that I've been having some wonderful conversations recently with future teachers who are thinking really hard about how to make play meaningful for all learners, including HAL.
@PepsMccrea If teachers have control over 'social, cultural and structural conditions' in your context, it is very different to those I have worked in and studied. I've looked at a few where teachers were blamed for factors they had no control over, though.
@TPEassist I'm so sorry, I don't quite understand. I am at Manchester and need to get to Glasgow. Is that possible today? We have been instructed to wait for a rail replacement bus which is now more than 30 mins overdue.
Just 16 MPs attend debate on disability rights, days after hundreds vote for assisted suicide
#AssistedDying#AssistedSuicide#UNIDPD
https://t.co/qPSrfBwbEU
Such a lovely day at my #InHeadship graduation at @UofGlasgow. Heartfelt thanks to @UofGHeadship for all your support - it is much appreciated. Congratulations to all in cohort 7 - you’re a fabulous bunch 🥰💙! #Ambition
"First they came for the journalists,’ says a demonstration placard, drawing on Martin Niemöller’s poem, which I first saw translated into Arabic and pinned on an Egyptian activist’s wall in Cairo in the 1990s. ‘We don’t know what happened after that,’ it concludes."