How Learning Has Changed in an Inclusive World
Every day in my classroom, I am reminded of one simple truth:
No two minds think the same way.
Some children learn by listening, some by seeing, some by doing—and some by simply feeling their way through the world in ways even adults sometimes struggle to understand.
When I look around my classroom, I see children with different strengths, challenges, hopes, fears, and ways of making sense of things. And I often find myself wondering:
What is happening in the mind of each child?
For one child, a sound may feel too loud.
For another, a single instruction may feel like a puzzle.
For another, a storybook may open a doorway into imagination.
For another, a simple routine may bring comfort and safety.
Their minds are not “better” or “worse”—they are simply different, each with its own rhythm, needs, and brilliance.
Learning Has Changed — And So Must We
Classrooms today are not the same as the ones many of us grew up in.
Learning is no longer a straight line where every child marches at the same pace. It has become a wide, colorful landscape, full of paths that twist uniquely for each learner.
We once believed there was only one way to learn.
Now we understand there are many.
Children with autism, ADHD, dyslexia, sensory needs, emotional differences, and varied learning styles are no longer seen as outsiders—they are part of the classroom, and they belong there. Because inclusion is not a favour; it is a right.
Inclusive Education: Not a Trend, but a Transformation
Inclusivity asks us to look at children not through the lens of what they cannot do, but through the light of what they can do.
It asks teachers to:
adjust instead of judge
support instead of label
understand instead of assume
Inclusive learning teaches every child empathy, respect, patience, and the beauty of diversity. It tells them:
“You matter. You belong. You are enough just as you are.”
Why I’m Writing About This Now
This blog is not new.
I’ve been writing here for a while—mostly sharing short stories, simple life musings, and reflections. Writing has always been my way of observing the world, capturing small moments, and giving meaning to everyday experiences.
But this topic marks a new chapter.
As some of you know, I began my professional life as a broadcast journalist—telling stories, listening deeply, and learning to see the world from many angles. Today, as a teacher in England, I still do all of those things, but now through the eyes of children whose stories unfold quietly but deeply, and often remain unspoken.
This series is my way of giving voice to what I see, feel, and learn in an inclusive classroom.
Here, I will share:
day-to-day classroom moments
hidden challenges children face
strategies that support special needs
stories of growth, love, and resilience
thoughts on creating compassionate learning spaces
This space has never been just about teaching.
It is about understanding.
It is about listening.
It is about seeing every child—the way they deserve to be seen.
Join Me on This Journey
Whether you are a teacher, parent, student, or simply someone curious about the minds of children—I welcome you.
Let’s build a space where inclusion is not only discussed, but felt.
Not only taught, but lived.
Not only a policy, but a mindset.
Together, let us explore what truly goes on in the mind of a child—and how we can make learning a place where every child finds their voice.
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