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Scottish Universities Inclusion Group

Formerly the Scottish Teacher Education Committee Inclusion Group, we are a collaborative group of teacher educators working in universities across Scotland to prepare teachers to work inclusively to support the learning of all young people.

The Scottish Universities Inclusion Group (SUIG) is a working group of the Scottish Council of Deans.

 

If you wish to contact the group, please email Dianne Cantali (Group Chair) at d.l.cantali@dundee.ac.uk.

We work collaboratively to:

  • Ensure that teacher education programmes across Scotland embed inclusion in their initial teacher education courses and support new teachers to understand their professional responsibilities to support the learning of all children.

  • Support teachers at all stages in their careers to recognise, value, and respond positively to the diversity of children in schools.

  • Support teachers in all stages in their careers to draw from contemporary research-informed understandings of inclusion as they reflect on, and develop their practice.

  • Challenge, where appropriate, practices or attitudes that act as barriers to inclusion.

  • Undertake research to inform and develop ongoing work relating to inclusion in schools.

 

We work with other organisations to support the development of our aims. These include the Scottish Government, Education Scotland, and Dyslexia Scotland. Several SUIG members sit on national committees and working groups including the Scottish Professional Learning Network steering group and Scottish Parliament Dyslexia and Autism working parties. Several SUIG members are founder members of the SERA Inclusive Practice network, with the three convenors all being SUIG members.

 

What do we mean by 'inclusion'?

Inclusion is an ongoing process to enhance the participation of all children in the life and learning of the school whilst acknowledging and addressing issues that may create barriers to participation. As school communities become increasingly diverse, teachers are called upon to work creatively to respond to the rights of all children by provision of learning opportunities which are available for everybody.

Our understanding of inclusion takes an open-ended view of learning, believing that all children can improve their capacity to learn. Whilst recognising that any learner may require additional support at some stage, inclusive schools would seek to provide support in sensitive ways that do not stigmatise or mark children out as different. This may involve re-consideration of professional roles, responsibilities and relationships between classroom teachers and their professional colleagues.

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