Herbie HancockNorton Professor of Poetry

Harvard University

49,106,931 Confirmed COVID-19 Cases Globally

1,239,157 Confirmed COVID-19 Deaths Globally

(WHO COVID-19 Dashboard, 07/11/2020)

16% Of people in England and Wales have a disability (2011 Census)

59% Of COVID-19 related deaths are people with disabilities.

Office for National Statistics (2nd March –14th July 2020)

1. COVID-19 crisis amplifies existing

crises. Education has been

profoundly disrupted by

pandemic; but relatively speaking

it was in crisis and is a driver for

crises Castells speaks of.

2. I will strike out a little more

optimistically to consider our

unique opportunity that

catastrophe, technology and

profound shock might offer us.

Economic crisis;

Environmental crisis;

Fanatical terrorism that fractures

human coexistence;

Permanent threat of human warfare;

Communications dominated by lies

(post truth).

Yet there is an even deeper crisis, which has

devastating consequences on the (in)capability

of dealing with the multiple crises that poison

our lives: the rupture of the relationship between

those who govern and the governed. The lack of

trust in institutions, observed practically all over

the world, delegitimizes political representation

and so deprives us of a safe haven to protect us

in the name of common interest.

CRPD General Comment 4 Article 12

10. Inclusive education is to be understood as:

(d) The result of a process of continuing and proactive commitment to eliminating barriers impeding the right to education, together with changes to culture, policy and practice of regular schools to accommodate and effectively include all students.

• gatekeeping, and informal and formal exclusion of students

• mistreatment by school staff and other students

• restrictive practices • lack of adjustments, supports and

individualised planning• low expectations of students with

disability and student outcomes, including transitioning into further education

• misuse of disciplinary measures, including suspensions and exclusions

• poor communication • poor complaint handling • funding complexities • insufficient training of the education

workforce to increase awareness of disability and insufficient use of communication, educational techniques and suitable materials to support students with disability

• insufficient time and resources available for education staff

• inadequate support for teachers.

Leveraging Disruption Challenging Familiarity

Pedagogy & Technology

Embrace the challenge.

Reconnaissance. Explore new

partnerships. Write down what

needs to be achieved.

Read widely & judiciously.

Try & fail better.

Hold hands & step out.

Write down what needs to be achieved.

Bring in the auditors (get a second opinion).

Construct the balance sheet.

Reconnaissance. Try & fail better.

Write down what needs to be achieved. (Think in ink).

Reconnaissance. Read widely &

judiciously. Bring in the

“techies”. Try & fail better.

Might we now think differently about:

• Pedagogy – How might we recast technology and strike balances through blended learning models? What does Universal Design for Learning mean in the hybrid formations of virtual and face-to-face learning environments?

• Assessment - How do we monitor learning online and what support is required (& from where) to observe progress?

• Curriculum – What will young people need to know, think and be able to do in the world we have created for them? How do we achieve connectedness and demand at all levels of schooling?

• Place – How do we achieve belongingand inclusion in virtual and face-to-face schools in new times?

• Optics – Can we step away from or beyond the familiarity of “special” and “regular” to construct changed and inclusive environments based on the needs of all learners for transitions into their changed world?