On Creating a Different Normality

Abstract

This article analyzes the relationship between creativity and its centrality to effective practice in the SEN classroom. It issues from first-hand experience of being a teacher of English in mainstream inclusive schools in Italy and as supply teacher in British schools. Having visited and worked temporarily in SEN schools as supply teacher as well as in mainstream and mainstream-inclusive environs, I began to note down differences between the British system and the Italian educational system which I come from as I recently moved to the UK. The first difference I noticed was that in the UK there are structures dedicated to disabled and impaired pupils alone. This both shocked and fascinated me as there are no special schools in Italy and our state schools are all legally bound to promoting inclusiveness. I was positively impressed by what I saw in the UK and by the professionalism and dedication involved. However, some doubts also came to my mind. In respect of privacy law in the UK, I am not at liberty to mention schools I have taught at, nor to name any of the staff involved. I hope however, that this short contribution will help open people’s eyes to the need for reworking the idea of teaching itself when confronted with SEN environments in the UK