Science In Education Reforms

Many people talk about inclusion in schools. But inclusion is not simply about placement. It is about whether a child’s “cup” is actually being filled. In a mainstream classroom, inclusion happens when the environment is intentionally designed so every child can participate, regulate, and feel safe enough to learn. So what does that look like in practice? 1. Predictable structure - Many neurodivergent students thrive when the day is predictable. Visual timetables, clear routines, and advance warning of transitions reduce cognitive load and anxiety. 2. Flexible ways to engage - Not every student learns best through listening and writing. Allowing movement, using visuals, breaking tasks into smaller steps, or offering alternative ways to show understanding can remove barriers to participation. 3. Regulation before expectation - A dysregulated brain cannot access learning. Quiet spaces, movement breaks, sensory tools, or short reset opportunities can help students return to a state where thinking is possible. 4. Strength-based teaching - Instead of focusing solely on what a student struggles with, identify what they are good at and use it as an entry point into learning. Confidence often grows from competence. 5. Psychological safety - Students need to feel safe making mistakes. When classrooms emphasise curiosity over correctness, students are more willing to attempt difficult tasks. 6. Voice and agency - Inclusion also means listening. Giving students choices, inviting their perspective, and involving them in problem-solving helps them feel valued. When these conditions exist, something powerful happens. Students are more likely to: • participate • build friendships • regulate more effectively • and develop confidence in their abilities. Inclusion is not about lowering expectations. It is about removing unnecessary barriers so every child has access to learning and belonging. When a child’s inclusion cup is full, learning follows. #Education #Inclusion #Neurodiversity #SEND #InclusiveEducation #TeachingStrategies #NeurodivergentStudents

Inclusive teaching isn’t about doing more individual plans, it’s about designing better learning from the start. I really like this simple 3-tier model for thinking about inclusive teaching and learning. Too often, we jump straight to individual adaptations and specialist interventions. But this pyramid reminds us that the greatest impact comes from getting the foundations right first. Tier 1 – High-impact instruction This is the core. Clear explanations. Modelling. Scaffolding. Retrieval practice. Checking for understanding. Strong routines. When teaching is explicit, structured and evidence-informed, most learners succeed without additional support. Tier 2 – Accessible design This is about planning with inclusion in mind from the outset. Universal Design for Learning, flexible resources, multiple ways to access content, chunking, visual supports, vocabulary pre-teaching. Good design reduces barriers before they appear. Tier 3 – Contextual adaptations Targeted, individual adjustments for specific needs. Essential, but not the starting point. If we rely too heavily here, we risk creating dependency and workload that isn’t sustainable. The key message for me: Less individualism, more inclusion. When Tier 1 and Tier 2 are strong, Tier 3 becomes smaller, sharper and more effective. In FE this has big implications for CPD: Focus first on high-quality teaching strategies, build inclusive curriculum design skills and use targeted support strategically, not reactively. Inclusion isn’t an add-on, It’s good teaching, done well, for everyone. #InclusiveTeaching #TeachingAndLearning #FE #CPD #SEND #EducationLeadership #Pedagogy

What if we could create engaging, inclusive, and effective learning experiences for every learner - by changing the assumption that every child should learn in the same way, toward the same answer? In this new report, we bring together research, classroom experiences, and practical approaches that show how learning can be designed to support every student. Real understanding grows when students can explore concepts in different ways, learn with and from each other, and feel confident in how they participate and express their thinking. That is why "Building Inclusive Science Classrooms" is so important. Brought together by Stacia Jackson, the new report combines perspectives from researchers, designers, and educators to show what inclusion can look like in practice. Together with contributors including Daniel Wilson, Naomi Caselli, Deborah Hanuscin, John Balash, Steve Coxon, and Jenna Gravel, the work points to a few important shifts: • Hands-on learning creates engagement - but does not by itself lead to understanding • Inclusion must be designed from the start, - not added as adaptation later • And for teachers, approaches must work in practice - supporting diverse learners without adding complexity What stands out is how tangible this can be in classrooms with practices like: • Offering multiple ways into a task so every student can start somewhere • Using materials to make thinking visible—not just to complete an activity • Structuring learning so exploration leads to understanding • Giving students different ways to show what they know • Designing supports upfront so fewer adjustments are needed later At its core, this points to an important opportunity: Meaningful learning outcomes are only possible when every child can engage, contribute, and confidently express their perspectives throughout the learning process. This is where playful, hands-on learning becomes powerful - when students can build, test, discuss, and show ideas in different ways. That is how we move beyond “the same thing, at the same time, in the same way” and create real access to understanding. It also raises a broader question for education systems: Are we designing for efficiency - or for human potential? Efficiency often means optimizing for coverage, pacing, and the next assessment. Designing for human potential means enabling young people to think, create, collaborate, and contribute - to shape meaningful lives, careers, and communities. I wonder what it would take for every classroom experience to truly be designed for every learner? LEGO Education #learningthroughplay

* Building Relationships: Take the time to get to know students individually. Learn about their interests, hobbies, and what motivates them. For example, a teacher might start the year with a survey asking students about their favorite things or spend a few minutes each day chatting with individual students about their lives outside of school. * Showing Empathy and Understanding: Recognize that students' behavior is often a reflection of their experiences and challenges. Be patient and understanding, and try to see things from their perspective. For example, if a student is consistently late to class, a teacher might ask them privately if everything is okay at home rather than immediately punishing them. * Creating a Safe and Supportive Classroom: Establish a classroom environment where students feel safe to take risks, make mistakes, and express themselves. This can be achieved through clear expectations, consistent routines, and a focus on positive reinforcement. For example, a teacher might create a classroom agreement with students outlining expectations for behavior and communication. * Providing Opportunities for Success: Offer students opportunities to shine and experience success, regardless of their academic abilities. This can be achieved through differentiated instruction, flexible grouping, and a focus on individual growth. For example, a teacher might allow students to choose their own projects or assignments based on their interests and strengths. * Celebrating Diversity: Create a classroom environment where diversity is celebrated and all students feel valued and respected. This can be achieved through inclusive curriculum, culturally responsive teaching practices, and opportunities for students to share their unique perspectives. For example, a teacher might incorporate diverse texts and perspectives into their lessons or invite guest speakers from different cultural backgrounds. * Using Positive Language and Reinforcement: Focus on praising effort and progress rather than just achievement. Use positive language to encourage students and build their confidence. For example, instead of saying "That's wrong," a teacher might say "That's a good start, let's try it this way." * Being a Role Model: Model the behaviors and attitudes you want to see in your students. Be respectful, compassionate, and enthusiastic about learning. For example, a teacher might share their own struggles and successes with students to show them that it's okay to make mistakes and that learning is a lifelong process.

December 3, 2025 , celebrating the International Day of Persons with Disabilities Today is a powerful reminder that inclusive education is a responsibility we all share, especially in computer science and coding, where opportunity can either widen or close equity gaps. So how can effective coding pedagogies fully include learners with additional needs and disabilities, particularly in low-resource school districts? Inclusion is not about expensive tools. It’s about intentional pedagogy, collaboration, and mindset. 🔹 Start with Low-Tech, High-Impact Pedagogy Unplugged coding activities (using paper, cards, movement, storytelling, or role-play) help learners with cognitive, sensory, and physical disabilities understand core CS concepts—without needing constant device access. 🔹 Use Universal Design for Learning (UDL) Design lessons that provide: -Multiple ways to learn (visual, oral, hands-on) -Multiple ways to engage (individual, peer, mentor-guided) -Multiple ways to demonstrate understanding (drawing, explaining, acting, building, coding) This is especially critical where device access is shared or limited. 🔹 Block-Based & Accessible Coding Tools Free platforms like Scratch, MakeCode, and Code.org, VEX Robotics codeVR lower barriers by: -Removing syntax complexity -Supporting learners with dyslexia, ADHD, and developmental delays. -Allowing creativity and self-paced learning 🔹 Build Strong Human Support Systems Inclusive coding is strongest when educators, parents, mentors, and community stakeholders work together: -Teachers scaffold learning and create psychologically safe classrooms -Parents reinforce confidence at home—even without technical expertise -Mentors & volunteers provide encouragement and real-world relevance Stakeholders & partners help provide devices, connectivity, and training 🔹 Assistive & Adaptive Strategies—Not Just Technology Simple accommodations, extra time, peer pairing, flexible seating, clear routines, and visual guides, can be more impactful than expensive hardware. 🔹 Strength-Based Learning & Assessment Focus on what learners can do: problem-solving, persistence, creativity, collaboration, and computational thinking—especially for learners with disabilities who are often underestimated. Inclusive coding is not charity, it is equity and good teaching. On this International Day of Persons with Disabilities, let’s commit ,together, to ensure that every child, regardless of ability or resources, has the chance to learn, code, innovate, and thrive. At Brigham Young University BYU McKay School of Education, Bountiful STEM Educational Foundation and Bountiful Technologies Ltd ,when we design computing education for learners with disabilities and for low-resource contexts, we create systems that work better for all learners. #InternationalDayOfPersonsWithDisabilities #InclusiveEducation #CSForAll #DisabilityInclusion #EquityInSTEM #LowResourceSchools #UniversalDesignForLearning #CodingForAll #BYU

Most STEM attrition happens in the first two years of study. That’s where Course‑Based Undergraduate Research Experiences (CUREs) matter. CUREs are scalable, inclusive models that introduce first‑year students to authentic research, reduce barriers to participation, and reach every student in the course, no prior research experience required. Last week, students in the LSU College of Science, Department of Biological Sciences CURE labs, coordinated by Mindy McCallum, presented their work at a poster conference. Students participated either as research team representatives sharing findings from their sections or as peer judges, asking questions, learning from one another, and offering thoughtful feedback. Members of the broader science community and the public also engaged with the students. The impact was clear. Students joyfully reflected on their time in the CURE labs, and many expressed new or renewed interest in continuing research. Experiences like these don’t just teach biology; they build confidence, belonging, and motivation. As a graduate student instructor, participating in this experience alongside students and fellow graduate instructors has been career‑defining. It has strengthened my commitment to expanding equitable research opportunities and supporting undergraduates through the process. If you’re curious about CURE labs or interested in implementing or supporting this model, I’d be glad to share my experience and point you to resources. Have a great week. ❤️ #UndergraduateResearch #CURE #STEMEducation #StudentSuccess #InclusiveSTEM #HigherEducation #BiologyEducation #MentorshipMatters #LSU