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The Stories
Why Inclusion Matters to Us
Why bother with trying to create a programme for children with special education needs in our Centres? Why make the already arduous task of teaching even harder?
We do this because we believe that our children are wonderfully, image-bearers of God who are capable of learning, regardless of their diagnosis.
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We invite you to plunge in and learn how the collection came to be in the following articles.
Deliberate Grace:
What It Took to Make Art Together
Deliberate Grace: What It Took to Make Art Together traces the extraordinary effort behind a simple idea — having children create art that speaks louder than words. It tells the story of how this project began — the coordination, the care, and the countless small acts of intention that made it possible.
Read it alongside Accidental Beauty: 7 Lessons on Inclusion Behind Acrylic Pour Art, and see how deliberate action and accidental grace together create beauty beyond words.
Accidental Beauty:
7 Lessons on Inclusion Behind Acrylic Pour Art
Accidental Beauty: 7 Lessons on Inclusion Behind Acrylic Pour Art gathers the reflections of our Educational Support Teachers who journeyed through the art-making process with the children. May their stories remind us that inclusion — like art — is unpredictable, grace-filled, and always beautiful in the end.​
ESPecially Important:
Anyone Can Learn
ESPecially Important: Anyone Can Learn explores what it truly means to believe that every child is a capable learner. It reminds us that when a child doesn’t learn, it is not their limitation but our opportunity — to teach with humility, creativity, and faith that every mind can be reached.
Here are 3 excerpts:
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“True learning is not a sprint; it is a slow, and often meandering journey between not knowing and discovering, between confusion and understanding. To learn something deeply and truly, learners need time — to experiment, to dwell in the knowledge, to confer, and to connect meaning to what they see and feel.”
“When a child doesn’t ‘get it,’ it isn’t because they are incapable; it is because the message we crafted has not yet reached them in a way they can perceive. When children cannot learn, it is not a matter of ability. It is a matter of access.”
“Inclusive education is not just a pedagogical philosophy. It is an act of faith — a belief that every child is wonderfully made and capable of learning. Teaching, then, becomes an act of hope: to keep presenting, adapting, and believing that the breakthrough will come.”
ESPecially Important:
Wonderfully Made, Fully Heard
ESPecially Important: Wonderfully Made, Fully Heard invites us to see every child as already capable of thinking, feeling, and expressing — not voices to be given, but voices to be restored. May these words remind us why we teach: to make learning accessible, restore dignity, and help every child be wonderfully made, fully heard.
Here are 3 excerpts:
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“Children already have voices. They think, feel, and wonder long before we teach them to express it. What they lack is not a voice, but space — space to be heard, space to be understood, and space to learn how to use that voice meaningfully.”
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“Each ‘aha’ moment is not just a cognitive process. It is also the restoration of their personhood — a quiet affirmation that they are capable, intelligent, and wonderfully made in the image of God.”​
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“The most loving thing an educator can do is to have unwavering faith that their children can learn and are whole, image-bearers of God — and to stretch our abilities to reach them, so that their voices can be fully heard.”