引领学校的包容性和归属感

Contents Foreword2 The school belonging lottery4Equitable and inclusive education in India: a summary10Creating gender responsive pedagogy in the delivery of basic education in Nigeria16How can Learning Teams promote more inclusive classrooms?21Language of learning and teaching: a barrier or enablerto learning?24Policies for inclusive education: analysing the impact of Kenya’s national specialneeds education policy28Inclusion in Egypt31Leading learning for gender equality: a reflection on the Ethiopian experience35Equity in action: adapting curriculum and instruction for diverse learners41Widening access to education and participation in society for disabled children in Iraq44Ensuring inclusion for girls in education: the challenge of teen pregnancies52Evidence of the effectiveness of Digital Story Time in improving foundational literacyskills for deaf and hard of hearing children during the Covid-19 pandemic56Author biographies63Endnotes66 Foreword Marina GautierInclusion and belonging are fundamental human needs, and education systems worldwide are tasked with the challenge of fostering environments where all learners can thrive, irrespective of theirabilities, gender, or linguistic background. It is imperative that the schools within those systemsserve as vital spaces where these principles are embodied and nurtured. This publication exploresthe critical role of leadership in achieving inclusion and belonging, offering new perspectives,research, and practical case studies that address some of the most pressing issues in educationtoday. The British Council has long been committed to advancing inclusion and equity in education,recognising that these principles are not only moral imperatives but also essential for buildingresilient, cohesive societies. Through our work, we have seen how inclusive practices in schools cantransform lives, create opportunities, and break cycles of exclusion. However, this transformation isnot automatic; it requires intentional leadership, innovative thinking, and a willingness to confrontsystemic barriers. This publication seeks to support that effort by focusing on three critical themes: 1.The education and inclusion of pupils with special educational needs and disabilities (SEND).2.Gender equality, with a particular emphasis on the education and inclusion of girls.3.The role of the language of instruction as both a barrier to, and an enabler of, inclusion andbelonging. Leadership: the heart of inclusionThe leadership of inclusion and belonging requires a shift in mindset. School leaders, policy makers, and educators must move beyond traditional frameworks to adopt approaches that prioritise equity andbelonging for all learners. Leadership, in this context, is not merely about policy implementation; it isabout inspiring and sustaining a vision for inclusion that permeates every aspect of a school system. Professor Kathryn Riley’s chapter,The school belonging lottery, underscores this imperative. Shearticulates how school leaders can set the tone for inclusion by fostering a culture where everystudent feels valued and respected. By emphasising the importance of relationships, empathy,and shared responsibility, Riley offers practical strategies for cultivating inclusiveenvironments that inspire trust and engagement. Addressing special educational needs and disabilities (SEND)The inclusion of pupils with special educational needs and disabilities remains a global challenge. Too often, systemic barriers, limited resources, and societalstigma prevent learners with disabilities from accessing equitable education.This publication highlights innovative approaches to addressing these barriers,showcasing examples of effective policy reform and practice. Mohamed Hassan Al-Sibai’s chapter,Inclusion in Egypt, provides insights intointegrating pupils with special needs into mainstream classrooms in Egypt, emphasisingthe importance of collaboration, teacher training, and community engagement. Through case studies such asWidening access to education and participation in society fordisabled children in Iraqby Emma Sarton in Iraq, and eKitabu’s work on supportive technology, thispublication illustrates how different regions are addressing the inclusion of learners with disabilities.These contributions serve as valuable resources for policy makers and practitioners seeking toimplement effective, sustainable strategies for SEND inclusion. Advancing gender equality in educationDespite significant progress, gender inequality continues to limit educational opportunities for millions of girls worldwide. Cultural norms, early marriage, teen pregnancy, and gender-basedviolence remain pervasive barriers to girls’ education. This publication examines how leadership andtargeted interventions can break down these barriers and create more equitable learningenvironments. Doctor Aisha Abdul’s chapter onCreating gender responsive pedagogyoffers a powerful lensthrough which to view gender equa