Could journal clubs be the way forward?
I recently had the incredible opportunity to be part of a ground-breaking project funded by the Chartered College of Teaching and the Fair Education Alliance. This project wasn’t your typical endeavour; it set out to explore how journal clubs, a common practice in the health sector, could support teachers’ understanding and pedagogical approaches towards students with Special Educational Needs and Disabilities (SEND).
Just to provide some context. Journal clubs are forums where researchers, clinicians, or students meet regularly to dissect academic articles. These sessions facilitate critical analysis, debate, and understanding of current research within a specific field. Participants review selected papers, discuss methodologies, results, and implications, fostering interdisciplinary collaboration and honing analytical skills. The aim is to promote continuous learning, research literacy, and professional development, enriching participants’ understanding of their discipline’s latest advancements.
Let me tell you, it was an eye-opening journey.
Imagine this: a diverse cohort of educators hailing from different corners of the globe – Peru, the Netherlands, India, and the UK – coming together virtually to dissect and discuss evidence-based research papers on various facets of SEND education. Our facilitator, based in Peru, infused an exciting international perspective into our discussions. We met every four weeks, each time delving into a new paper assigned by the facilitator and completing preparatory tasks. Over a period of six months, the project equipped us with the confidence, the knowledge and tools to translate evidence-based research into actionable strategies in the classroom.
Before delving into the project’s intricacies, we underwent an online induction to hone our skills in evaluating evidence-based research. This foundational step laid the groundwork for our deep dives into the realm of SEND education.
Now, let’s address the elephant in the room – these challenging and uncertain times for the education sector, particularly for SEND. While we’re all familiar with the harsh realities of austerity and budget constraints, amidst these challenges lies a ray of hope – enhanced pedagogical knowledge and access to evidence-based research. These, in my view, are crucial lifelines for navigating the complexities of mainstream SEND education.
As a SENCO, I often grapple with feelings of isolation despite being part of a dedicated team. The gap in knowledge between SEND educators and their mainstream counterparts can be daunting to bridge. However, my participation in the global journal club has certainly inspired a path forward.
Although the project wasn’t tailored specifically for SENCOs, exploring specific aspects of SEND classroom practices and exchanging insights with educators worldwide made me feel connected to a larger movement – a global community committed to championing inclusion, diversity, and accessibility in education.
So, could SEND Journal Clubs represent a way of forward when reflecting on enhancing mainstream pedagogical knowledge of SEND pupils?
If you would like to learn more about the FEA Journal Club Project, visit the website: https://chartered.college/fea-journal-club-project
I thoroughly relished the experience and am already brainstorming ways to integrate journal clubs into our school’s CPD program. The prospect of volunteering as a facilitator for future rounds of research fills me with enthusiasm.
Natalie Chant is a dedicated SENDCO with a wealth of experience in the field of education, inclusion, and international development. With a decade-long journey spanning across diverse nations such as India, Nepal, Niger, Burkina Faso, and Italy, Natalie brings a rich tapestry of cultural insights to her role as a Special Education Needs Coordinator and Diversity & Inclusion Lead in a community mainstream school in London. Having commenced her teaching career in a SEMH school in London, Natalie has since navigated various educational landscapes, including special education needs and mainstream settings encompassing Early Years, KS1, and KS2. Her profound passion lies in harnessing assistive technology to champion equity and foster inclusion within classrooms, not only within the UK but also on a global scale. Natalie’s commitment to educational excellence and social justice drives her to empower learners and educators alike, creating environments where all individuals can thrive and succeed.