We are pleased to announce that we will co-host a symposium next year under leadership of Dr. Shruti Johansson “Pathways to inclusive & equitable quality education for people with disabilities : Cross-context conversations and mutual learning” at The University of Gothenburg in Sweden on 12-13 Feb, 2020. The speakers at this symposium include Dr. Thomas Thyrring Ensig, Dr. Kamal Lamichhane, Dr. Sourav Mukhopadhyay, Professor Mythili Ramchand, Dr. Ilektra Spandagou and others. Details about the registration can be found on – https://ips.gu.se/english/research/researchenvironments/pris/piqed
CaNDER Research members will be at the UKFIET Conference 2019 being held in Oxford 17-19th September. Check the poster for details.
The Early Career Professionals Network, sponsored by UKFIET, is hosting an event on 19 June 2019, 5-7pm at the Cambridge Education offices, London. In alignment with the biennial September UKFIET conference, which this year focuses on Inclusive Education Systems, this ‘next generation’ event will focus on the theme of disability and its intersection with research, implementation and putting policy into practice. Panelists will include Seema Nath, 3rd year PhD student at Faculty of Education, University of Cambridge and member of CaNDER Research.
Dr Nidhi Singal was invited by Statped a national service for special needs education made up of four regions across Norway, to deliver a keynote at their annual conference (19th- 20th March 2019). The conference titled “I want to learn! A special educational view on learning and inclusion”, with a specific focus on promoting learning and achievement for all brought together 700 delegates from across Norway. Participants included members of the pedagogical-psychological service, teaching staff in schools and kindergartens, university and college staff, specialist health service, and municipal health and care services. Dr Singal’s keynote stressed on the need for a deeper interrogation of inclusive education as a continuum of provision, rather than a fixed concept. It highlighted how some of the challenges in supporting inclusive education systems are shared across different national contexts, such as perceived tensions between inclusion and achievement, increasing learner diversity in classrooms with little professional training or support for teachers and larger failings in the mainstream education system. The 3R- Rights, Resources and Research model for developing inclusive quality education, which draws on her significant body of existing work in the field, was particularly noted as being extremely useful by the participants.