A pupil can be sitting quietly in a classroom, completing set tasks and showing observable signs of engagement – they track the teacher, they nod, they respond to instructions. But engagement is not learning. Is every learner in the room thinking hard about ambitious curriculum content? Are they contributing meaningfully? Are their contributions valued? Do they feel a sense of belonging? 

These are some of the questions explored in our recent webinar on inclusion in education in conversation with Dr Haili Hughes, Associate Professor at La Trobe University. 

Drawing on her experience as a classroom teacher, school leader and writer, Haili challenges some common assumptions about inclusion. 

As she explains, inclusion is not simply placing learners with different needs in the same classroom, nor does it mean that every learner must complete the same task in exactly the same way. Instead, Haili talks about inclusion as deliberately creating the conditions in which every pupil can access ambitious and worthwhile learning tasks, participate meaningfully in the life of their class, school or college, experience a deep sense of belonging, and make progress. 

A calm classroom, Haili reminds us, is not necessarily an inclusive classroom. A learner may be physically present and compliant while learning very little. Also, Haili and Stuart discuss how equitable participation sometimes requires adjustments, scaffolding or additional support, all while retaining the ambition of the curriculum. 

We hope this conversation encourages teachers and leaders to look beyond poor proxies for learning, and become a little more curious about the inclusivity of teaching and learning experienced in their setting. 

Watch the full webinar below to hear Dr Haili and Professor Stuart Kime explore what meaningful inclusion can look like in everyday classroom practice. 

Also available as a podcast.

The Great Teaching Toolkit now includes an Inclusive Education course. The course provides teaching assistants, teachers and leaders with insights into inclusive teaching, and how their roles can work together to create a more inclusive educational experience for all learners.