How can creative qualifications be designed to remove barriers rather than reinforce them?

This session explores how qualifications from UAL Awarding Body, part of the University of the Arts London, create inclusive pathways for learners with Special Educational Needs and Disabilities (SEND). Moving beyond traditional exam-based assessment, these practice-led, portfolio-driven qualifications enable students to demonstrate progress through art, performance, reflection, and creative exploration. Drawing on real case studies, the session highlights how flexibility, collaboration, and creative ownership can build confidence, support wellbeing, and allow every learner to find their artistic voice.

Target audience: SENCO’s / Leaders

Setting Targeted: 

• School 
• Alternative provision 
• FE / Higher education 
• Other 

Learning Objectives:

By the end of this session, participants will be able to:

1. Identify key barriers SEND learners face within traditional assessment structures.

2. Explain how portfolio-based and practice-led assessment models can provide more inclusive pathways for diverse learners.

3. Recognise the role of flexibility in supporting sustained engagement and confidence.

4. Evaluate how creative ownership and identity exploration contribute to wellbeing and artistic development for SEND students.

5. Consider practical strategies for embedding inclusive rehearsal, collaboration, and reflection practices within their own educational settings.