Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context?

As there has been an increase in Western Higher Education Institutions delivering their degree programmes in the emerging economies of Asia so have concerns been expressed that these initiatives may become a form of ‘colonialism’ seen as offering ‘superior’ understanding of how universal educational challenges should be addressed. This concern quite rightly demands that future partnerships for the development of professional development courses needs should be built upon secure and established principles of equity and collaboration. Demands for a more inclusive education system, endorsed through such international agreements as the Salamanca Statement (1994), and more recently through the Millennium Development Goals have led to an increase in training programmes aimed at equipping teachers with the skills to address the needs of a diverse school population. However, in many instances this has resulted in attempts to transport a westernised approach to education to cultural contexts which differ greatly from those in which inclusive schooling has been advanced. The potential for cultural dislocation is clearly in evidence and may prove to be an inhibiting factor rather than a means of promoting the inclusion agenda. This paper is based on a small scale research project which examines the tensions and challenges in transferring skills, knowledge and research findings within a UK accredited University master’s degree programme in inclusive education delivered in India. Course participants were asked to report on the application of ideas and strategies presented on the course and to identify issues related to cultural interpretation and transfer. A survey instrument enabled the researchers to gain data related to teacher expectations, application of learning and cultural transfer and was followed by interviews to elaborate on data acquired at the survey level. Initial findings indicate the importance of course planning and delivery being undertaken in partnership with local educators and the early recognition of cultural factors that may influence assumptions made about learning. Examples of student interpretation of definitions and ideas around inclusion and approaches to teaching illustrate the value of such collaborative initiatives. Aspects of the programme funding, delivery and assessment of outcomes will be shared based on qualitative data accrued from participating staff and students. This will include the presentation of practical learning outcomes demonstrating a synthesis between theory and practice and the implementation of teaching approaches in Indian classrooms which foster increased inclusion of children with learning difficulties. The authors will suggest a successful outcome based upon a well-established learning partnership whilst highlighting points of sensitivity and potential challenge between differing perceptions of inclusive education especially in relation to special educational needs an identification of universal ‘truths’ which transcend cultures and creeds will be offered

Inclusion through learning: what do we mean by inclusive pedagogies?

This key note presentation argues that inclusion is founded upon a shared responsibility for learning through a balanced curriculum. This curriculum recognises both the individuality of the learners and the necessity for addressing social as well as academic development. This proposal is enhanced through consideration of a case study of a student with complex learning needs

Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI) : Improving group dynamics to support learning and social inclusion developing and enhancing CPD tutor capacity

This project is based on the premise that students’ motivation to learn and achieve in school can be affected by difficult interpersonal relationships in class. This situation can produce high levels of unacceptable behaviour and possibly lead to students becoming socially excluded. The aim of this project, which we have called Growing Talent for Inclusion (GTI), is to promote more effective interpersonal relationships by identifying what is already working in the class rather than focusing on the difficulties and problems. The GTI process is based on Appreciative Inquiry, Solution Focused Thinking and collaborative consultation. The researchers involved in this project had already used this approach in a number of classes in Key Stages 2 and 3 across a range of primary, middle and secondary schools in Northamptonshire. During 2008-9, they worked with a focus group of Educational Psychologists , SENCO’s and Inclusion Managers to produce , pilot and evaluate a set of resources to enable Educational Psychologists, tutors working in ITT and CPD and teachers to use this approach, in schools and other learning contexts

A systematic approach to diverse, lead-like scaffolds from α,α-disubstituted amino acids.

A powerful strategy for the efficient lead-oriented synthesis of novel molecular scaffolds is demonstrated. Twenty two scaffolds were prepared from just four α-amino acid-derived building blocks and a toolkit of six connective reactions. Importantly, each individual scaffold has the ability to specifically target lead-like chemical space

A Divergent Synthetic Approach to Diverse Molecular Scaffolds: Assessment of Lead-Likeness using LLAMA, an Open-Access Computational Tool

Complementary cyclisation reactions of hex-2-ene-1,6-diamine derivatives were exploited in the synthesis of alternative molecular scaffolds. The value of the synthetic approach was analysed using LLAMA, an open-access computational tool for assessing the lead-likeness and novelty of molecular scaffolds

Stabilization of protein-protein interactions in drug discovery

Introduction: PPIs are involved in every disease and specific modulation of these PPIs with small molecules would significantly improve our prospects of developing therapeutic agents. Both industry and academia have engaged in the identification and use of PPI inhibitors. However in comparison, the opposite strategy of employing small-molecule stabilizers of PPIs is underrepresented in drug discovery. Areas covered: PPI stabilization has not been exploited in a systematic manner. Rather, this concept validated by a number of therapeutically used natural products like rapamycin and paclitaxel has been shown retrospectively to be the basis of the activity of synthetic molecules originating from drug discovery projects among them lenalidomide and tafamidis. Here, the authors cover the growing number of synthetic small-molecule PPI stabilizers to advocate for a stronger consideration of this as a drug discovery approach. Expert opinion: Both the natural products and the growing number of synthetic molecules show that PPI stabilization is a viable strategy for drug discovery. There is certainly a significant challenge to adapt compound libraries, screening techniques and downstream methodologies to identify, characterize and optimize PPI stabilizers, but the examples of molecules reviewed here in our opinion justify these efforts.</p

Stabilization of protein-protein interactions in drug discovery

Introduction: PPIs are involved in every disease and specific modulation of these PPIs with small molecules would significantly improve our prospects of developing therapeutic agents. Both industry and academia have engaged in the identification and use of PPI inhibitors. However in comparison, the opposite strategy of employing small-molecule stabilizers of PPIs is underrepresented in drug discovery. Areas covered: PPI stabilization has not been exploited in a systematic manner. Rather, this concept validated by a number of therapeutically used natural products like rapamycin and paclitaxel has been shown retrospectively to be the basis of the activity of synthetic molecules originating from drug discovery projects among them lenalidomide and tafamidis. Here, the authors cover the growing number of synthetic small-molecule PPI stabilizers to advocate for a stronger consideration of this as a drug discovery approach. Expert opinion: Both the natural products and the growing number of synthetic molecules show that PPI stabilization is a viable strategy for drug discovery. There is certainly a significant challenge to adapt compound libraries, screening techniques and downstream methodologies to identify, characterize and optimize PPI stabilizers, but the examples of molecules reviewed here in our opinion justify these efforts.</p

Characterizing the protein-protein interaction between MDM2 and 14-3-3σ; proof of concept for small molecule stabilization

Mouse Double Minute 2 (MDM2) is a key negative regulator of the tumor suppressor protein p53. MDM2 overexpression occurs in many types of cancer and results in the suppression of WT p53. The 14-3-3 family of adaptor proteins are known to bind MDM2 and the 14-3-3σ isoform controls MDM2 cellular localization and stability to inhibit its activity. Therefore, small molecule stabilization of the 14-3-3σ/MDM2 protein-protein interaction (PPI) is a potential therapeutic strategy for the treatment of cancer. Here, we provide a detailed biophysical and structural characterization of the phosphorylation-dependent interaction between 14-3-3σ and peptides that mimic the 14-3-3 binding motifs within MDM2. The data show that di-phosphorylation of MDM2 at S166 and S186 is essential for high affinity 14-3-3 binding and that the binary complex formed involves one MDM2 di-phosphorylated peptide bound to a dimer of 14-3-3σ. However, the two phosphorylation sites do not simultaneously interact so as to bridge the 14-3-3 dimer in a 'multivalent' fashion. Instead, the two phosphorylated MDM2 motifs 'rock' between the two binding grooves of the dimer, which is unusual in the context of 14-3-3 proteins. In addition, we show that the 14-3-3σ-MDM2 interaction is amenable to small molecule stabilization. The natural product fusicoccin A forms a ternary complex with a 14-3-3σ dimer and an MDM2 di-phosphorylated peptide resulting in the stabilization of the 14-3-3σ/MDM2 PPI. This work serves as a proof-of-concept of the drugability of the 14-3-3/MDM2 PPI and paves the way toward the development of more selective and efficacious small molecule stabilizers.</p

Assessing molecular scaffolds for CNS drug discovery

There is a need for high-quality screening collections that maximise hit rate and minimise the time taken in lead optimisation to derive a candidate drug. Identifying and accessing molecules that meet these criteria is a challenge. Within central nervous system (CNS)-focused drug discovery, this challenge is heightened by the requirement for lead compounds to cross the blood–brain barrier. Herein, we demonstrate use of a multiparameter optimisation tool to prioritise the synthesis of molecular scaffolds that, when subsequently decorated, yield screening compounds with experimentally determined properties that align with CNS lead generation needs. Prospective use of this CNS Lead Multiparameter Optimisation (MPO) scoring protocol can guide the further development of novel synthetic methodologies to access CNS-relevant and lead-like chemical space