Editorial

A key theme running through this issue is the UK Government’s Curriculum and Assessment Review. Several contributors highlight barriers the current system creates for Disabled people and make recommendations for reform. Opening this edition, Dr Edmore Masendeke reasons that the current system is not fit for purpose and, unless a new system is introduced, “the oppression of Disabled people will continue within the education system and reinforce societal inequalities.” (Page 3) 

Continuing this theme, Sharon Smith presents a parents’ perspective, stipulating that curriculum reform must start with those who are currently excluded (page 12). Lani Parker takes an intersectional approach to the curriculum, inclusion and poverty (page 22), while Dr Richard Rieser discusses curriculum reform from a disability rights perspective (page 24). 

Iyiola Olafimihan, Linda Jordan, and Maresa MacKeith, on page 16, expose human rights breaches in yet another segregated educational setting, reminding us that “despite numerous similar exposures over the years, the culture of subjecting Disabled people to inhumane treatments and torture persists.” 

Young Disabled campaigner, George Tappenden, worked with his mainstream school to get his educational support needs, and now campaigns for the rights of all Disabled people (page 8).  Yewande Akintelu-Omoniyi argues new government language distracts from Inclusive Education, on page 19.  

The Labour government talks about increasing educational opportunities for all, at the same time as introducing welfare cuts which will have the opposite effect. We must continue to campaign for Inclusive Education to ensure they don’t drive Disabled children and Young people further into deprivation and cut short their future opportunities.