April 1, 2025 • 19 mins
Today, we're talking about inclusive education - what is it? What are the benefits of it as a teaching approach? And what are the misconceptions?
Our host for this episode is Education Futures Manager, Laura Kahwati. She is joined by Lilian Dogiama, Head of Equality, Diversity, Inclusion and Belonging, and Lauren Woods, Assessment Accessibility Advisor – both from the International Education group here at Cambridge.
Show notes:
Cambridge Getting Started with Inclusive Education guide - https://cambridge-community.org.uk/professional-development/gswied
Cambridge inclusive education and accessibility web pages - https://www.cambridgeinternational.org/why-choose-us/inclusive-education-accessibility/inclusive-education/
Cambridge Education Brief - https://www.cambridgeinternational.org/Images/599369-education-brief-inclusive-education.pdf
The Cambridge Latin Course Fifth edition: a more reflective and diverse exploration of the ancient world - https://www.cambridge.org/gb/files/6416/5761/8336/Cambridge_Latin_Course_-_key_changes_and_context.pdf
The Cambridge Handbook 2025 - https://www.cambridgeinternational.org/Images/723185-cambridge-handbook-2025.pdf
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:08):
Hello, welcome to our latest episode of the Brighter Thinking Pod from the InternationalEducation Group of Cambridge University Press and Assessment.
Today, I am your host.
My name is Laura Kowati and I am an Education Manager at Cambridge.
We created our Brighter Thinking Pod to support teachers and school leaders around theworld.
Each episode brings you helpful advice and interesting conversation from authors, teachersand academics.
(00:34):
Today we are going to be talking about inclusive education.
Inclusive education engages students in learning that is meaningful, relevant andaccessible to the widest possible spectrum.
Remember all the links and info that we discussed today are available in the show notesfor your ease.
And if you want to get your voice heard on the show, you can get in touch on X, formerlyTwitter, or Instagram at CambridgeINT.
(01:10):
Let's meet our guests.
Today, I am joined by Lillian Dogyama, Head of Equality, Diversity, Inclusion andBelonging, and Lauren Woods, Assessment Accessibility Lead, both from the International
Education Group here at Cambridge.
So, welcome both.
Welcome Lauren.
(01:32):
And welcome Lillian.
very nice to be here.
Hi, hi, everyone.
We begin each show with an icebreaker to help our listeners get to know our guests more.
And to help you get energized for the discussion ahead, on that note, I would like you totell me about a time you felt included.
what a great question, Laura.
(01:54):
When I first moved here to working in international assessment from teaching a secondaryschool, it felt like I was stepping into a completely new world.
In my previous role, I was a language teacher and I worked as a school leader focusing oninclusion and special educational needs.
I knew what I was doing.
I felt confident in my expertise.
(02:15):
But in this new role, though I was still confident in what I was doing, I was confident inmy expertise.
I didn't know anyone.
I had to navigate completely new ways of working, new systems, new processes.
But what really made a difference was how my colleagues valued my expertise, they valuedmy knowledge, my experience, they introduced me to new people.
And some of them really did take me under their wing.
(02:36):
They actively sought my perspective on making assessments more accessible for students,reminding me that inclusion isn't just about being present, it's about actually being
heard and valued.
This experience really struck me and I...
It's something that I really want to try pay forward in supporting others when they startnew roles in the future as well.
That's so wonderful to hear that you had that support from your colleagues and just showshow important it is that you've remembered it to this day to share in a podcast.
(03:03):
What about you, Lillian?
Yeah, I I echo the sentiments from Lauren.
Working at Cambridge is really, it's a great place to work in.
Myself, as a person with hidden disability, I always feel very grateful when people go theextra mile to include me.
(03:23):
I've been working with Cambridge now for nine years, and also I'm a remote worker, so I'mbased in Athens in Greece.
And I really appreciate it when I join remotely our meetings and colleagues open up theircameras in their laptops so I can see who's talking to me rather than just seeing, you
(03:44):
know, a really big, you know, conference room full of people and not knowing who's talkingto me.
So it's the little things that actually make life easier for me as an employee, but alsoas a person I feel, you know, validated and I feel seen.
And I feel that this is an organization where I belong.
So yeah.
(04:05):
It just reminds us what you've been saying that inclusivity isn't about massive changesnecessarily, but all of those little things that are...
The little things make such a difference.
Yeah.
Well, I'd like to ask you a question about inclusive education and what it means toCambridge.
So following on from that, Lillian, what does inclusive education mean to Cambridge?
(04:30):
So inclusive education is about recognizing the fact that students are not a homogenousgroup of young people, but there is inherent diversity in their characteristics, for
example, the way and the location they grew up in, the way their brain perceives theworld, and also so much more beyond that, which ultimately means that they're very likely
(04:55):
to also have different learning styles and different learning needs as well.
So if we have a one size fits all approach to education, then we're not really giving eachand every learner the same opportunities to shine.
So by adopting inclusion in education, we're really providing every learner with aneducation they can actively be a part of.
(05:17):
And that entails making sure that everyone in the classroom feels that their needs aremet, that they feel seen, respected, and valued, valued for who they are.
And that in turn creates an environment where a student can thrive.
Our commitment to quality education is also evident through our endorsements of the UnitedNations Sustainable Development Goals.
(05:41):
As signatories of the UN Global Compact, we are committed to advancing the UN SDGs ongender equality and quality education, which includes inclusive education as well.
So actually, when we think about inclusive education, it goes beyond access and actuallyinto the realms of every learner being able to thrive.
(06:01):
Totally, it is more than just placing everyone in the same classroom.
It's about promoting fairness.
It's about ensuring that everyone's got the opportunities that they need to flourish andto achieve their best.
And that could mean by providing additional support, appropriate support, additionalresources, access to technology, or it could be in a classroom offering additional help.
(06:24):
But it shouldn't just be seen as another approach or another method.
It's about actually committing.
to creating a school environment where every learner, no matter who they are, can make theprogress in line with their expectations.
I think that leads me on really nicely to my next question because we've talked aboutmeeting expectations and thriving.
(06:49):
Could you outline some of the other benefits of inclusive education?
Yeah, absolutely.
Research shows that when a student feels comfortable in their education setting, they'realso more likely to open up, to like going to school, and eventually to develop a love for
learning.
(07:09):
So if we also consider the physiological and mental changes that students undergo as theyenter puberty, then spending time in an inclusive school environment can do wonders for an
individual's self-acceptance and also self-love.
And I like to believe that this is paid forward in society.
So in a nutshell, for me, inclusive schools can help children accept who they are and growup to be confident and empathetic individuals.
(07:38):
And I think our society could definitely use more people like that.
I completely agree with you there.
It isn't just about academics.
It's about helping to foster that sense of belonging where learners of all abilities canreally feel that they're valued and confident.
It's about fostering a real appreciation for diversity.
Because if you learn alongside peers with different strengths or different challenges ordifferent lived experience, you can really develop a much deeper understanding of the
(08:07):
world around you.
And as you've said, it's about respect and empathy for others.
However, it does also obviously link to academics and inclusive education has been shownto improve outcomes, but not only for ones with, but for learners with disabilities or
with any barriers, it can improve outcomes for all learners.
And that's because it helps teachers to really explore more flexible teaching methods andthey can benefit all learners.
(08:31):
It also encourages more social interaction, all those transferable skills as well.
It can help inspire creativity, et cetera, et cetera.
It really does help prepare learners for the real world.
So we've got two really key things there from what you've both been saying that we've gotthis academic success that comes from inclusive education, but underlying all of that,
(08:55):
we've got this real importance of wellbeing.
And actually, if we foster a love of learning in learners, it has to first come fromconfidence, self-acceptance, self-esteem, and all of those things that come from feeling
like they belong in their school environment.
I think we definitely all agree on that, but there must be some misconceptions aroundinclusive education as well.
(09:21):
So could you tell us a bit about some of the misconceptions?
Definitely, I as I just mentioned then, there is a key misconception that it's onlylearners with barriers to learning that might benefit from inclusive education practices.
And actually that's not the case.
They benefit everybody because if a teacher increases the range of their teaching methodsor is more creative with materials, that can really help to cater a really wide variety of
(09:48):
learning styles.
It can help engagement.
It can help motivation.
Another misconception is
that taking an inclusive education practice related stance might be akin to loweringacademic standards and that isn't the case at all.
It's about enhancing standards by making things in a way that is appropriate to thelearners in the class, differentiating appropriately, offering personalized support and
(10:16):
it's about then helping each learner make progress from their own starting points.
think that's really important, Lauren, what you just said.
And sometimes we do see it with access arrangements.
And we do see sometimes retinence for people to apply for access arrangements because theymight think there's stigma associated with that because my classmates or my teachers might
(10:43):
think that I need this exam to be made easier for me.
But that's actually absolutely not the case.
Exactly.
It's all about
finding a different exam for the candidate that needs that, but always maintaining thesame assessment standards of fairness and validity.
(11:04):
So that's, think, it's a really key issue to highlight here in our talk.
I guess some of these misconceptions and challenges that you're talking about make it allthe more important that we are here today chatting about inclusive education and really
defining what it means.
In terms of what it means for Cambridge, how does Cambridge ensure inclusive education?
(11:27):
What does it look like in our products and services?
So here at Cambridge we work to support inclusive education through loads of our keystrategies and practices and I just want to highlight maybe a few examples.
Firstly, we really focus on designing our curriculum and assessments to be as inclusiveand as accessible as possible to the widest possible spectrum of students and where
(11:52):
students may need additional support to minimise barriers we do offer of course a widerange of access arrangements and modified papers.
I've been working recently on developing more accessible images, for example, in some ofour MFL papers.
I'm starting a piece of work looking at our science papers, looking at practicalassessments.
(12:15):
So we really do think about this and we design it in as much as possible.
We also look at making sure our curriculum assessments really reflect
the diverse cultures that we work in and also reflect diverse perspectives so thatstudents can see themselves in their learning as much as possible.
And this also applies to the resources we work on, it, Lily?
(12:36):
And it's not just about our assessments.
That's the area that I work in, but we do so much similar work within our publishing teamsas well.
Yeah, absolutely.
mean, you know, do you have all day?
have so many examples of international education.
yeah, mean, you know, international education is, you know, just to give a little bit morecontext, we're both a publisher of teaching and learning resources and also an awarding
(13:03):
body.
So that means that we have an array of opportunities to embed accessibility.
and inclusion in the materials and the contents that we create.
We've also made inclusion and accessibility parts of the overall strategy that we have asa product group.
And it's a recognized area of strategic priority for us.
(13:26):
So that means that basically every team that we have in international education hasaccessibility and inclusion on their to-do list of how you're embedding it in our products
and services.
rather than the way that we design the products and services.
So as Lauren said, there are opportunities in textbooks, syllabus development, in ourquestion papers.
(13:53):
So some of the recent examples that we have is the redevelopment of our IGCSE music.
So for 2026, we have broadened the areas of study to include more diverse musical genres.
composers, artists, and instruments.
Another good example is our AAS level physical education, where we've improved accessarrangements for candidates with particular assessment needs.
(14:21):
And the new syllabus is actually going to include Goalball, which is a sport for peoplewith low vision or blindness, and it's played with eye shades.
So we collaborated with a charity called Campsite.
and Go Ball UK to understand better the requirements of the game.
And I were very happy to say that it will be included in the new physical educationsyllabus.
(14:47):
Another great example that I'm very proud of is the Cambridge Latin course.
So this is a beginner's course, a series of textbooks, and in there we've tried torepresent people.
from minorities or chronically underrepresented groups such as women, people of color, ofdifferent social classes, people with disabilities and other marginalized groups.
(15:13):
And we also have added cultural background sections where we sensitively explore Romanhistory and society and we encourage a critical understanding of the Roman world in issues
such as enslavement and imperialism.
Last thing I promise, I just wanted to say this, is, very, we only found out a couple ofdays ago, but we've won an industry awards on inclusion.
(15:41):
It's the IFIP global inclusion award.
And we won a category two on mental health, social, emotional, and wellbeing with ourprimary and lower secondary wellbeing curriculum.
So a huge shout out to the team that have worked so hard on this amazing curriculum thatcan support primary and lower secondary students with well-being.
(16:06):
And yes, I'm really, really happy with that.
So here I will stop.
Well, thank you so much and also wonderful to hear about the award as well for thosedevelopments in curriculum.
That was such a fantastic and profound plethora of really tangible examples, Lillian, sothank you so much.
(16:32):
I'm sure many of our listeners will be so interested in certain examples that we've justheard.
And so they may well be wondering where can people go to find out more?
think the first port of call would be the new section on accessibility and inclusivity onour website.
(16:53):
Because on that we have lots of links to blogs, to podcasts such as this one, to educationbriefs, to information about conferences, to our getting started with guides and to lots
of the Cambridge CPD, the professional development that we have on offer for teachers.
In fact, Laura, you've been working on quite a lot of these materials, haven't you?
(17:14):
Yes, absolutely.
Well, you mentioned the Getting Started with Inclusive Education guide there.
It's a fantastic interactive guide.
It also features Lauren Anderlein as talking heads in the videos on the guide.
And you can find it on our Leading, Learning and Teaching with Cambridge pages of ourwebsite.
On a more practical level as well, we've talked about access arrangements and the portalthat we've launched recently.
(17:41):
If listeners wish to find out more about our access arrangements offer, I encourage themto look at section 1.3 of the Cambridge Handbook.
This has loads of information about our offer and how and when to apply, et cetera.
The final thing I'd like to highlight really is that at Cambridge, we're always looking atways to make things more accessible and more inclusive.
(18:03):
It's an ongoing journey and we're really excited to continue sharing our progress updateswith us.
So do keep checking our web pages because that's where we're going be posting our latestupdates.
Fantastic, that's great to know.
Thank you very much.
That is all we've got time for today on our Inclusive Education episode.
Thank you to Lauren and thank you to Lillian.
(18:26):
You have been such fantastic guests and thank you for sharing some really useful insights.
Don't forget to tell your friends and colleagues about us and rate our show on whateverplatform you're listening on.
Our show notes have lots of useful links that we've discussed throughout this episode, sobe sure to take a look at them.
You can also follow us on X and Instagram at CambridgeINT.
(18:51):
Thanks for listening and we hope you join us again soon.
Hello, welcome to our latest episode of the Brighter Thinking Pod from the InternationalEducation Group of Cambridge University Press and Assessment.
Today, I am your host.
My name is Laura Kowati and I am an Education Manager at Cambridge.
We created our Brighter Thinking Pod to support teachers and school leaders around theworld.
Each episode brings you helpful advice and interesting conversation from authors, teachersand academics.
(00:34):
Today we are going to be talking about inclusive education.
Inclusive education engages students in learning that is meaningful, relevant andaccessible to the widest possible spectrum.
Remember all the links and info that we discussed today are available in the show notesfor your ease.
And if you want to get your voice heard on the show, you can get in touch on X, formerlyTwitter, or Instagram at CambridgeINT.
(01:10):
Let's meet our guests.
Today, I am joined by Lillian Dogyama, Head of Equality, Diversity, Inclusion andBelonging, and Lauren Woods, Assessment Accessibility Lead, both from the International
Education Group here at Cambridge.
So, welcome both.
Welcome Lauren.
(01:32):
And welcome Lillian.
very nice to be here.
Hi, hi, everyone.
We begin each show with an icebreaker to help our listeners get to know our guests more.
And to help you get energized for the discussion ahead, on that note, I would like you totell me about a time you felt included.
what a great question, Laura.
(01:54):
When I first moved here to working in international assessment from teaching a secondaryschool, it felt like I was stepping into a completely new world.
In my previous role, I was a language teacher and I worked as a school leader focusing oninclusion and special educational needs.
I knew what I was doing.
I felt confident in my expertise.
(02:15):
But in this new role, though I was still confident in what I was doing, I was confident inmy expertise.
I didn't know anyone.
I had to navigate completely new ways of working, new systems, new processes.
But what really made a difference was how my colleagues valued my expertise, they valuedmy knowledge, my experience, they introduced me to new people.
And some of them really did take me under their wing.
(02:36):
They actively sought my perspective on making assessments more accessible for students,reminding me that inclusion isn't just about being present, it's about actually being
heard and valued.
This experience really struck me and I...
It's something that I really want to try pay forward in supporting others when they startnew roles in the future as well.
That's so wonderful to hear that you had that support from your colleagues and just showshow important it is that you've remembered it to this day to share in a podcast.
(03:03):
What about you, Lillian?
Yeah, I I echo the sentiments from Lauren.
Working at Cambridge is really, it's a great place to work in.
Myself, as a person with hidden disability, I always feel very grateful when people go theextra mile to include me.
(03:23):
I've been working with Cambridge now for nine years, and also I'm a remote worker, so I'mbased in Athens in Greece.
And I really appreciate it when I join remotely our meetings and colleagues open up theircameras in their laptops so I can see who's talking to me rather than just seeing, you
(03:44):
know, a really big, you know, conference room full of people and not knowing who's talkingto me.
So it's the little things that actually make life easier for me as an employee, but alsoas a person I feel, you know, validated and I feel seen.
And I feel that this is an organization where I belong.
So yeah.
(04:05):
It just reminds us what you've been saying that inclusivity isn't about massive changesnecessarily, but all of those little things that are...
The little things make such a difference.
Yeah.
Well, I'd like to ask you a question about inclusive education and what it means toCambridge.
So following on from that, Lillian, what does inclusive education mean to Cambridge?
(04:30):
So inclusive education is about recognizing the fact that students are not a homogenousgroup of young people, but there is inherent diversity in their characteristics, for
example, the way and the location they grew up in, the way their brain perceives theworld, and also so much more beyond that, which ultimately means that they're very likely
(04:55):
to also have different learning styles and different learning needs as well.
So if we have a one size fits all approach to education, then we're not really giving eachand every learner the same opportunities to shine.
So by adopting inclusion in education, we're really providing every learner with aneducation they can actively be a part of.
(05:17):
And that entails making sure that everyone in the classroom feels that their needs aremet, that they feel seen, respected, and valued, valued for who they are.
And that in turn creates an environment where a student can thrive.
Our commitment to quality education is also evident through our endorsements of the UnitedNations Sustainable Development Goals.
(05:41):
As signatories of the UN Global Compact, we are committed to advancing the UN SDGs ongender equality and quality education, which includes inclusive education as well.
So actually, when we think about inclusive education, it goes beyond access and actuallyinto the realms of every learner being able to thrive.
(06:01):
Totally, it is more than just placing everyone in the same classroom.
It's about promoting fairness.
It's about ensuring that everyone's got the opportunities that they need to flourish andto achieve their best.
And that could mean by providing additional support, appropriate support, additionalresources, access to technology, or it could be in a classroom offering additional help.
(06:24):
But it shouldn't just be seen as another approach or another method.
It's about actually committing.
to creating a school environment where every learner, no matter who they are, can make theprogress in line with their expectations.
I think that leads me on really nicely to my next question because we've talked aboutmeeting expectations and thriving.
(06:49):
Could you outline some of the other benefits of inclusive education?
Yeah, absolutely.
Research shows that when a student feels comfortable in their education setting, they'realso more likely to open up, to like going to school, and eventually to develop a love for
learning.
(07:09):
So if we also consider the physiological and mental changes that students undergo as theyenter puberty, then spending time in an inclusive school environment can do wonders for an
individual's self-acceptance and also self-love.
And I like to believe that this is paid forward in society.
So in a nutshell, for me, inclusive schools can help children accept who they are and growup to be confident and empathetic individuals.
(07:38):
And I think our society could definitely use more people like that.
I completely agree with you there.
It isn't just about academics.
It's about helping to foster that sense of belonging where learners of all abilities canreally feel that they're valued and confident.
It's about fostering a real appreciation for diversity.
Because if you learn alongside peers with different strengths or different challenges ordifferent lived experience, you can really develop a much deeper understanding of the
(08:07):
world around you.
And as you've said, it's about respect and empathy for others.
However, it does also obviously link to academics and inclusive education has been shownto improve outcomes, but not only for ones with, but for learners with disabilities or
with any barriers, it can improve outcomes for all learners.
And that's because it helps teachers to really explore more flexible teaching methods andthey can benefit all learners.
(08:31):
It also encourages more social interaction, all those transferable skills as well.
It can help inspire creativity, et cetera, et cetera.
It really does help prepare learners for the real world.
So we've got two really key things there from what you've both been saying that we've gotthis academic success that comes from inclusive education, but underlying all of that,
(08:55):
we've got this real importance of wellbeing.
And actually, if we foster a love of learning in learners, it has to first come fromconfidence, self-acceptance, self-esteem, and all of those things that come from feeling
like they belong in their school environment.
I think we definitely all agree on that, but there must be some misconceptions aroundinclusive education as well.
(09:21):
So could you tell us a bit about some of the misconceptions?
Definitely, I as I just mentioned then, there is a key misconception that it's onlylearners with barriers to learning that might benefit from inclusive education practices.
And actually that's not the case.
They benefit everybody because if a teacher increases the range of their teaching methodsor is more creative with materials, that can really help to cater a really wide variety of
(09:48):
learning styles.
It can help engagement.
It can help motivation.
Another misconception is
that taking an inclusive education practice related stance might be akin to loweringacademic standards and that isn't the case at all.
It's about enhancing standards by making things in a way that is appropriate to thelearners in the class, differentiating appropriately, offering personalized support and
(10:16):
it's about then helping each learner make progress from their own starting points.
think that's really important, Lauren, what you just said.
And sometimes we do see it with access arrangements.
And we do see sometimes retinence for people to apply for access arrangements because theymight think there's stigma associated with that because my classmates or my teachers might
(10:43):
think that I need this exam to be made easier for me.
But that's actually absolutely not the case.
Exactly.
It's all about
finding a different exam for the candidate that needs that, but always maintaining thesame assessment standards of fairness and validity.
(11:04):
So that's, think, it's a really key issue to highlight here in our talk.
I guess some of these misconceptions and challenges that you're talking about make it allthe more important that we are here today chatting about inclusive education and really
defining what it means.
In terms of what it means for Cambridge, how does Cambridge ensure inclusive education?
(11:27):
What does it look like in our products and services?
So here at Cambridge we work to support inclusive education through loads of our keystrategies and practices and I just want to highlight maybe a few examples.
Firstly, we really focus on designing our curriculum and assessments to be as inclusiveand as accessible as possible to the widest possible spectrum of students and where
(11:52):
students may need additional support to minimise barriers we do offer of course a widerange of access arrangements and modified papers.
I've been working recently on developing more accessible images, for example, in some ofour MFL papers.
I'm starting a piece of work looking at our science papers, looking at practicalassessments.
(12:15):
So we really do think about this and we design it in as much as possible.
We also look at making sure our curriculum assessments really reflect
the diverse cultures that we work in and also reflect diverse perspectives so thatstudents can see themselves in their learning as much as possible.
And this also applies to the resources we work on, it, Lily?
(12:36):
And it's not just about our assessments.
That's the area that I work in, but we do so much similar work within our publishing teamsas well.
Yeah, absolutely.
mean, you know, do you have all day?
have so many examples of international education.
yeah, mean, you know, international education is, you know, just to give a little bit morecontext, we're both a publisher of teaching and learning resources and also an awarding
(13:03):
body.
So that means that we have an array of opportunities to embed accessibility.
and inclusion in the materials and the contents that we create.
We've also made inclusion and accessibility parts of the overall strategy that we have asa product group.
And it's a recognized area of strategic priority for us.
(13:26):
So that means that basically every team that we have in international education hasaccessibility and inclusion on their to-do list of how you're embedding it in our products
and services.
rather than the way that we design the products and services.
So as Lauren said, there are opportunities in textbooks, syllabus development, in ourquestion papers.
(13:53):
So some of the recent examples that we have is the redevelopment of our IGCSE music.
So for 2026, we have broadened the areas of study to include more diverse musical genres.
composers, artists, and instruments.
Another good example is our AAS level physical education, where we've improved accessarrangements for candidates with particular assessment needs.
(14:21):
And the new syllabus is actually going to include Goalball, which is a sport for peoplewith low vision or blindness, and it's played with eye shades.
So we collaborated with a charity called Campsite.
and Go Ball UK to understand better the requirements of the game.
And I were very happy to say that it will be included in the new physical educationsyllabus.
(14:47):
Another great example that I'm very proud of is the Cambridge Latin course.
So this is a beginner's course, a series of textbooks, and in there we've tried torepresent people.
from minorities or chronically underrepresented groups such as women, people of color, ofdifferent social classes, people with disabilities and other marginalized groups.
(15:13):
And we also have added cultural background sections where we sensitively explore Romanhistory and society and we encourage a critical understanding of the Roman world in issues
such as enslavement and imperialism.
Last thing I promise, I just wanted to say this, is, very, we only found out a couple ofdays ago, but we've won an industry awards on inclusion.
(15:41):
It's the IFIP global inclusion award.
And we won a category two on mental health, social, emotional, and wellbeing with ourprimary and lower secondary wellbeing curriculum.
So a huge shout out to the team that have worked so hard on this amazing curriculum thatcan support primary and lower secondary students with well-being.
(16:06):
And yes, I'm really, really happy with that.
So here I will stop.
Well, thank you so much and also wonderful to hear about the award as well for thosedevelopments in curriculum.
That was such a fantastic and profound plethora of really tangible examples, Lillian, sothank you so much.
(16:32):
I'm sure many of our listeners will be so interested in certain examples that we've justheard.
And so they may well be wondering where can people go to find out more?
think the first port of call would be the new section on accessibility and inclusivity onour website.
(16:53):
Because on that we have lots of links to blogs, to podcasts such as this one, to educationbriefs, to information about conferences, to our getting started with guides and to lots
of the Cambridge CPD, the professional development that we have on offer for teachers.
In fact, Laura, you've been working on quite a lot of these materials, haven't you?
(17:14):
Yes, absolutely.
Well, you mentioned the Getting Started with Inclusive Education guide there.
It's a fantastic interactive guide.
It also features Lauren Anderlein as talking heads in the videos on the guide.
And you can find it on our Leading, Learning and Teaching with Cambridge pages of ourwebsite.
On a more practical level as well, we've talked about access arrangements and the portalthat we've launched recently.
(17:41):
If listeners wish to find out more about our access arrangements offer, I encourage themto look at section 1.3 of the Cambridge Handbook.
This has loads of information about our offer and how and when to apply, et cetera.
The final thing I'd like to highlight really is that at Cambridge, we're always looking atways to make things more accessible and more inclusive.
(18:03):
It's an ongoing journey and we're really excited to continue sharing our progress updateswith us.
So do keep checking our web pages because that's where we're going be posting our latestupdates.
Fantastic, that's great to know.
Thank you very much.
That is all we've got time for today on our Inclusive Education episode.
Thank you to Lauren and thank you to Lillian.
(18:26):
You have been such fantastic guests and thank you for sharing some really useful insights.
Don't forget to tell your friends and colleagues about us and rate our show on whateverplatform you're listening on.
Our show notes have lots of useful links that we've discussed throughout this episode, sobe sure to take a look at them.
You can also follow us on X and Instagram at CambridgeINT.
(18:51):
Thanks for listening and we hope you join us again soon.
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