Creating an Anti-Racist Curriculum for Children with Special Educational Needs

Auteur

Priya Bhagrath is the Headteacher at Bishopswood Special School in Oxfordshire, UK. She has over 20 years of experience as a teacher and senior leader in mainstream and SEND schools. She has also worked as a Specialist Leader in Education and set up an Outstanding Additional Resource Provision. Priya is a co-founder and co-national leader of the BAME Education SEND hub, launched in 2023, and a South-East regional lead for Women's Education.

Texte du rabat

This thought-provoking and experience-led book guides teachers and leaders to create anti-racist practices and to develop a curriculum for children with SEND, promoting cultural representation and giving all pupils a voice and a sense of belonging. It is key reading for educators working in both mainstream education and special schools.

Contenu

The Scent of Prejudice: Racism, Disability, and the Unspoken Struggles in Education.

Chapter 1: What is an Anti-Racist curriculum, and why is it needed in a SEND school?

Chapter 2: How can leaders start this work by ensuring it is purposeful?

Chapter 3: How do you establish buy-in and support from the teachers and support staff?

Chapter 4: What does an anti-racist curriculum mean to parents of SEND children?

PART B: Collaborative Action: Empowering communities and schools

Chapter 5: Ensuring your community is informed to resist racism, empower change, and shape an inclusive society.

Chapter 6: How to create allyship with colleagues.

Chapter 7: A window & mirror: How to create a curriculum offer of multi-cultural representation.

Chapter 8: How to create a cultural calendar to reflect your school community.

Chapter 9: Knowing the difference between multi-cultural experiences and anti-racist practices.

Chapter 10: How to review recruitment and retention and ensure representation within the staff community.

Chapter 11: How to review and improve the representation of all nine protected characteristics within policies and practice in SEND settings.

Chapter 12: How can young ethnic minority people with SEND be prepared for an intersectional life in Modern Britain post-schooling?

Chapter 13: How to collaborate with stakeholders and the community to prepare for life beyond the school.

Chapter 14: Conclusion

Index