Editorial

Opening this edition, Richard Rieser reports back on his visit to Monega Primary School in the London Borough of Newham, “a shining example of how inclusion can become a reality in schools. If the Government were to learn from Monega’s inclusive practice, they would put inclusive values and practice at the heart of their SEND Plan of Action.” (Page 3)

The Government’s current action plan side-lines discussion about mainstream education for Disabled people and meets more extreme expectations we had about the emphasis on segregation. In Sharon Smith’s article (page 6) on the SEND Improvement Plan, she argues and the ‘apparent’ shift to inclusion, is not a real shift at all, from a parent’s perspective.

On a local level, ALLFIE and others are campaigning on a local government level for greater inclusion strategy and policy in Local Authorities. On page 8, Linda Jordan discusses inclusion in London Borough of Newham, and how it began, a retrospective.

On page 13 we hear from Inclusive Solutions, as magazine partners Colin and Derek join Maresa Mackeith for a Q&A about their inclusive practices.

Inclusive schools, like Melody Powell’s previous one, are downgraded because they don’t meet Ofsted tick boxes. Melody and ALLFIE’s Michelle Daley, highlight school intake discrimination (page 18).

Maresa and Michelle look at intersectional approaches to inclusive education under the UN Convention on the Rights of Persons with Disabilities (Page 20). Maresa’s own experience highlights what the UNCRPD is calling for and why we need Article 24 implemented in law, to achieve mainstream inclusive education as a right for all in the UK.

UK Disability History Month have launched a creative exploration for Young Disabled people. Richard Rieser explains how to enter (page 24). Rounding up, in the Legal Question (Page 25), ALLFIE’s Navin Kikabhai and Victoria Higgins, Simpson Millar, tackle school exclusions.