Fostering Inclusivity in the Classroom

What is Inclusive Education?

This world has gradually moved from discriminatory ways of education to the inclusive type of education. Inclusive education according to Gravels (2008), is when all learners, regardless of any challenges, are placed in an age-appropriate general education class.

In these classes, they receive high quality instruction, interventions and support that enable them to meet success in the core curriculum. It is in inclusive education that every learner is relevant and is part and parcel of every activity rather than being excluded for any reason, directly or indirectly.

It curtails the essence of catering for every learner regardless of abilities. If the system is handled properly, all learners gain academically and socially. This gain will improve every learner’s self-esteem; hence a desired performance will be evident.

Creating a Conducive Environment for Inclusion

For inclusion to be a success, a teacher should create an environment in which all learners can accomplish their best learning opportunities. Taking into consideration that learners have widely disparate capabilities, the teacher should therefore tailor the environment so that it is compatible with each and every learner’s needs and capabilities.

The learning environment should provide a sense of belonging. It should be an open and welcoming environment. In the sense that learners should express themselves and their opinions without fear of teasing, retribution, or backlash. This emphasizes the fact that the classroom should be a platform for freedom of expression. It should be the place where every learner should respect the views of others, show empathy and a zero tolerance to bullying.

Respect in an inclusive classroom should be a key element. If ever the suitable environment is created, learners would not hesitate to express their opinions and confusions without being teased. This would then mean that every child’s opportunity to learn is maximized. Learners will be able to showcase their capabilities.

All the materials that learners need to bring out their potential should be made available so that learners will explore and discover knowledge on their own. Exploration is good in cultivating their critical thinking skills. This will also provide a more holistic view of given tasks.

There should not be any room for favouritism towards a certain group of learners or being negative to others. This despises the whole aim of inclusion. The teacher should exercise equity in the classroom to avoid such practices. The teacher should, by all means, lessen any form of literal and symbolic exclusion that may emerge.

In a nutshell, meeting diverse learning needs is imperative to building an inclusive classroom and the contribution of a conducive environment is vital.

Adapting the Curriculum to Meet Diverse Needs

Besides creating a conducive environment for inclusivity, knowing the learners’ capabilities, and adapting the teaching methods according to their needs is also vital. The main essence being to ensure that no learner is left behind. An adapted curriculum is a necessity. This is the process and the delivery of instruction.

It shapes how and what children learn. It takes into consideration individual learning needs and abilities of every learner. The adapted curriculum should meet children at their point of need academically. The teacher adjusts the curriculum so that it includes different instructional strategies, materials and assessments that would cater for specific strengths and weaknesses of learners.

The adapted curriculum offers teachers the opportunity to individualize learning approaches. These approaches are based on what learners know and where the learners are expected to go next. This curriculum is beneficial because it invokes interests in learners in what they are doing. It develops social and emotional skills with peers. Learners are exposed to critical thinking and problem-solving skills. This instils confidence in learners because of the positive achievements.

Administering Adapted Assessments

Adapted assessment should be administered in class. These are the assessments that adapt to the test taker’s ability. The difficulty of questions should differ in their level of difficulty to accommodate all abilities across. The assessments can be done in an informal way where questions are asked orally to establish whether they have understood, and the objective has been met.

Practicing Adapted Teaching for Inclusivity

Adapted teaching should be practiced as well. It is basically an approach that tailors instruction to meet the unique needs of each learner. This approach provides a more personalized and engaging learning experience. It empowers learners to take control of their own learning and achieve their full potential.

This can be achieved by creating a supportive learning environment. For example, flexible seating, where learners choose positions where they are comfortable to work. This brings about productivity. Learners can be exposed to gaming which brings about fun and engagement.

Collaborative style can be introduced. It encourages learners to work together in groups to complete tasks. This fosters teamwork, critical thinking, and communication skills.

Encouraging Peer Acceptance

For inclusivity to be successful in the classroom, a learner should be accepted by peers. The attitude, prejudice and beliefs of peers can affect the success of inclusion in a classroom. The teacher should encourage social interaction in the classroom. This helps everyone to develop an attitude of acceptance. Tolerance should be emphasized.

Ensuring Accessibility

Accessibility is also imperative in the success of inclusion in the classroom. Information, activities, and environments should be accessible. There should be access to architectural designs or facilities as well. Accessibility eliminates barriers. There should also be access to content in terms of media access. Media should be as usable as possible. It must not impede the user’s ability to excel.

Inclusivity is very much possible in the classroom if the teachers adhere to the requirements of the inclusive education.

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Choosing the Right School for Your Child

August 21, 2025

Selecting a school for your child is one of the most important decisions you’ll make as a parent. A good school nurtures not just academic growth, but also social, emotional, and moral development. A good school does not only allow parents to dream of possibilities for their children but also assist in making those dreams become realities! With so many options available, public and private, it’s essential to know what to look for in making this important decision. During your next visit to a prospective school for your precious child, put some consideration towards the following important aspects of a school: 1. A Strong Educational Foundation Check for a clear and balanced curriculum that emphasizes core subjects like reading, math, science, and the arts. Ask about teaching methods and how the school measures progress. Look for schools that promote critical thinking, problem-solving, and creativity. Reputable schools produce excellent results, annually. At GIS we use Guided Readers, a digital platform for Standard 1-3 which gauges the reading ability of individual students. We also use ADvLEARN in Standard 7, Form 1-4 which uses adaptive technology to give tailor-made mathematics exercises to meet students where they are at, building them up to where they should be and beyond! Our campus is equipped with seven ICT labs, five physics/chemistry labs and two robotics labs. Our teachers are all equipped with laptos, projectors and sound bars to bring the class to life! We also have drones, VR-headsets, lazar cutters and 3-D printers – equipping our students to gain valuable experiences, preparing them for the real world! 2. Dedicated and Qualified Staff Meet the teachers and staff. Are they approachable, qualified, and passionate about education? A supportive, well-trained teaching staff can make a huge difference in your child’s learning experience. At GIS, all our teachers are qualified with 25% of our staff holding post-graduate degrees i.e. Masters and Honours Degrees. Another 46% hold degrees i.e. B.A, BEd or BSc. with the remainder of 29% holding a teaching diploma or equivalent. Our teachers enjoy regular training opportunities through our internal training platform, Sirius. Our teachers are thus life-long learners themselves, passionate about education and best-practice. We care about our individual students’ wellbeing and remain in close contact with parents throughout their child’s educational journey with us. 3. Registration, Health and Safety It is imperative to select a school which is registered with the necessary authorities as an operating school. All schools are bound by specific health and safety regulations with proven steps taken to comply. GIS High School is registered with Cambridge. The Primary School is registered with the Ministry of Education for PSLE examinations at the end of Standard 7. Being part of ADvTECH means that the school is subjected to rigorous health and safety protocol with internal and external audits being carried out annually. 4. A Positive School Culture Tour the school to observe the environment. Are students engaged and respectful? Do teachers and administrators seem enthusiastic and caring? A positive, inclusive atmosphere contributes significantly to a child’s confidence and motivation. We are proud to share that GIS-students hail from 32 different countries. We truly celebrate our unique cultures and individual strengths. Even so, we are grounded in Botswana values, taking care of our community and environment. Have a look out for our community service projects and participation in environmental programmes often shared on social media. 4. Student Support and Enrichment Opportunities Look for a school that provides more than just academics—such as counselling services, extracurricular activities, clubs, sports, and arts programs. These contribute to a well-rounded education and help children discover their interests and talents. At GIS, we have an on-site psychologist who assist with academic support and counselling. We also have a dedicated Deputy Principal of Pastoral Care and Discipline, ensuring that students are guided through each phase while reaching their full potential. Students can select from a vast range of extra-mural activities including but not limited to soccer, netball, swimming, athletics, basketball, table tennis, spelling bee competitions, maths Olympiads, debate and moot court. 5. Parental Involvement Strong schools often welcome parent engagement. Whether through regular communication or active partnerships between home and school, it truly supports student success. At the end of every academic term, parents are invited to our campus to meet with their children’s teachers to discuss the term’s progress and results. Parents are also invited to termly Coffee with the Heads of Schools during which important updates are shared. Parents are always welcome to reach out to our teachers and school management to support where needed. Final Thoughts Choosing the right school is a deeply personal decision. Take your time to visit, ask questions, and trust your instincts. Remember: the best school is the one where your child feels safe, supported, and inspired to learn! Allow us to dream with you and assist your child to ascend to their aspirations! You are invited to visit our school and to meet our principals.

School as a Community Hub: Building Stronger Parent–Teacher Partnerships

By Victoria Mutema. Reception HOD • August 18, 2025

At GIS Pre-Primary we follow the Reggio Emilia approach, and we believe that learning flourishes through collaboration among educators, learners, and families. Our environment is designed to spark curiosity, creativity, and meaningful connections. Central to our philosophy is the idea that parents are not just supporters of education but active partners in the learning journey. 1 . Open Communication We prioritize clear and consistent communication. Each term begins with a newsletter outlining key calendar events, followed by timely WhatsApp reminders to keep families informed. Monthly class overviews help parents stay engaged with their child’s learning, identify areas needing support, and collaborate with teachers before new topics are introduced. 2. Meaningful Parent Engagement We actively invite parents into the classroom to observe and participate in hands-on learning experiences. Celebrations like Father’s Day and Mother’s Day are honored, while events such as Sports Day offer opportunities for parents to join in the fun. When children see their parents involved, it reinforces a sense of encouragement and shared purpose, sending a powerful message that their education is deeply valued. 3 . Supporting Home Learning Learning does not stop at the school gate. Through weekend projects and real-world experiences, like gardening, baking, or museum visits, parents help children explore their world. Learners document these moments through photos and videos, fostering reflection, independence, and self-motivation. Watching themselves and their peers engaged in discovery empowers children to take ownership of their growth. 4. Celebrating an Inclusive Community At GIS, we proudly celebrate the diversity of our school community by hosting a range of events at varied times, ensuring that everyone can participate and feel included. Our Family Fun Day is a vibrant example of this, bringing together families from all walks of life to share in the rich cultural heritage, diverse experiences, and unique perspectives that make our school so special. These events not only foster a sense of belonging and connection among families but also create a warm and inclusive environment that welcomes and values every individual. Strong parent–teacher partnerships are the foundation of a thriving learning environment. At GIS, we’re committed to nurturing these connections, ensuring that every child is supported, inspired, and surrounded by a community that believes in their potential.

The link between visual arts and problem-solving skills

August 18, 2025

Visual Art at Gaborone International School encourages creativity, critical thinking, and communication skills, while also boosting mental health and well-being of students. Visual Art skills are transferable to diverse subjects like mathematics, Science, English and Setswana (writing, poetry and storytelling). Below are the special areas that Visual art help learners develop. Creativity and Innovation Engaging in visual Art project encourages creative thinking and exploration. Learners in visual Art class often experiment with different materials, techniques, and concepts, fostering an innovative mindset that can be applied to problem-solving in various subjects. In Gaborone International School, upper primary classes recycle materials around the school premises to design various art pieces like texture painting, 3D and relief sculptures. Critical Thinking Analysing and interpreting visual Art requires critical thinking skills. When we embark in any project, learners carry out a research and brainstorm their findings. This is a crucial process which brings about differentiation, thus having our own unique style and technique to develop what has been done before. This process enlightens learners to evaluate their work and the work of others, assessing what works and what doesn’t, which parallels the evaluative processes in problem-solving. This can be attested by what Std 5 discovered in their painting project where their painting colour effect began during the priming stage to give a wash effect to the painting. Perspective Taking Our learners are trained to be neutral when analysing or passing a judgement of visual art pieces, this encourages individuals to see things from multiple perspectives. This ability to view a problem from different angles both individual and group work lead to more comprehensive solutions and ideas are generated from sober judgement and analysing. Visualization Skills Learners develop strong visualization skills which are crucial in problem-solving. Before an imaginative artwork is brought into visibility, learners visualise their composition in its various perspective, in our imaginative drawing class, learners write a script about their art piece before they start working on it. Being able to envision potential outcomes and scenarios helps in planning and executing solutions effectively. Tolerance and endurance The process of creating art often involves trial and error. A work of painting begins with what seems like chaos. It’s all part of the creative process. Our leaners are trained to keep in mind that the initial mess is a point in the journey —it’s not the finish line. This teaches patience and the importance of endurance, qualities that are essential in overcoming challenges in problem-solving. Collaboration Group work in our Visual Art class is important because it fosters interactive learning, promotes the development of essential skills, and encourages deeper understanding of the subject matter. The difference between one artist from another is their application, style and detailing. When students work in a group, it allows them to learn from each other, share diverse perspectives, and practice collaborative skills crucial for project success. Our painting final pieces were of greater value because it was a collaborative work where leaners focused on their expert areas. Those who are good with visual sketching brought object form into the canvas while those who master the colour wheel merged colours, and the brush stroke brought the vision into reality. FACTS ABOUT VISUAL ART AT GABORONE INTERNATIONAL SCHOOL Science lessons at Gaborone International School use visual art to communicate complex ideas. Visualization techniques help in data representation, making scientific concepts more accessible. Art also plays a role in scientific observation and experimentation. In a multi-cultural school like Gaborone International School, Visual Art class highlights the awareness of Respect Diversity and Inclusion (RDI) to learners, it exposes students to different cultures and perspectives, fostering global awareness and appreciation for diversity. Visual Art classes improve learners emotional and social skills. Majority of learners express their emotions and thoughts though their works of Art.

FOSTERING INCLUSIVITY IN THE CLASSROOM