As a former educator and head of school, the leader, ‘Steps toward equity in education’ (December 9), aroused in me the urge to share some fundamental principles that helped me and my staff cater for the needs of all students, irrespective of their social background and academic qualities.

As well pointed out in the editorial, ensuring a minimum standard of education for all “calls for added resources, motivating, training and retraining teachers, care and strong parental involvement”.

Today, more than ever, having mixed-ability classes requires educators to be skilled and equipped with the necessary tools to be able to give individual attention to all students. No teacher is exhaustive and skillful, to such an extent, that he/she is able to carry out such a responsibility on his/her own. It has been very often suggested that cooperative teaching helps to share the burden and make the delivery of the lesson easier and more effective.

The insistence, in the primary level, that one teacher (the class teacher), can manage to teach all subjects in an effective and efficient way, is doubtful, especially in the upper levels. This is the reason why we had introduced subject teachers in mathematics, English, Maltese and science in the upper classes. These subject teachers, together with the class teacher, support teacher (who teaches basic skills in the core subjects to those students who need to move at a slower pace), and the learning support assistant, as a team, would ensure that no student is left behind.

Parental involvement is adamant if cooperation between school and home has to be en-sured.  Research has proven that when parents are aware of what is being done at school and teachers are aware of the family background of the student, there is a greater chance of success in the educational process of the student.

Another important factor, which has often been brought up to the attention of educators is that the number of students in class has to be limited if individual attention is to be taken seriously.

Inclusion, that leads to equity in education, can only come about, primarily, if all stakeholders believe that that is the way forward if the scar of social exclusion has to be abolished once for all. Secondly, those responsible should take all necessary measures to ensure that inclusion is carried out effectively and efficiently.

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