Inclusion policy
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VISION
Expanding knowledge and understanding leads to wisdom
MISSION
PESS enables students to become self-motivated, competent, lifelong learners to generate creative ideas to do the right things for the growth of the society.
MOTTO
Learn Progress Lead
WHAT IS INCLUSION
“Inclusive education means that all students have the right to be educated to the extent possible with their age – appropriate peers who do not necessarily have disabilities in the general education setting of their neighborhood school with support provided. Inclusive education is not intended to limit the participation of students with special needs to regular education programs and service. Rather, inclusive education means that students with special needs have the opportunity to participate in educational programs and service in the least restrictive environment that is commensurate with their individual strengths and needs.
INCLUSIVE ADMISSION POLICY
Matters concerning admissions, participation and equity refers to the fact that student who experience SEND have the same right as all other students. This includes the right to be admitted to this school where they are able to be engaged and participate in quality learning experiences.
We provide an environment in which students feel supported and cared for. We instill self-confidence and give all students full access to all areas of learning through differentiating, adapting and modifying the curriculum. Diversity is an asset and teachers strive to ensure all students reach their potential, irrespective of nationality, gender, religion, social class, culture, race, age, or special educational need, for their self- fulfillment and their eventual development into active and responsible adults.
OBJECTIVES
- To continually monitor the progress of all students, to identify needs as early as possible and to provide support, while maintaining the balance of the mainstream class.
- To signpost support for student with additional learning needs (including Gifted and Talented).
- To facilitate accesses to the curriculum through differentiated planning/ accommodation/ modification by class teachers, and learning support staff as appropriate.
- To enable children to move on from as well as equipped as possible, holistically, including the basic skills of literacy, numeracy and social independence to meet the demands of post- school life and learning.
- To form strong partnerships between all stakeholders so that the student learning and emotional well-being are optimally supported.
- To have an open door policy regarding parent and staff relationship.
HOW DO WE SUPPORT INCLUSION?
- Class Teachers and support staff ensure that children.
- Feel secure and know that their contributions are valued.
- Appreciate and value the differences they see in others.
- Take responsibility for their own actions.
- Are taught in groupings that allow them all to experience success.
- Use materials that reflect a range of social and cultural backgrounds, without stereotyping.
- Have a common curriculum experience that fallows for a range of different learning styles.
- Have challenging targets that enable them to succeed.
- Are encouraged to participate fully, regardless of disabilities, or medical needs.
WHOLE SCHOOL ACTIONS SUPPORT INCLUSION BY:
- A curriculum designed to reflect the different culture, religions and races in our school and one which is challenging and provides enrichment.
- Achievable targets in English and Mathematics and for all pupils.
- The regular tracking of pupil attainment and the highlighting of any underachievement.
- Targeting of support for pupils by the teachers, teaching assistants, and senior management.
- The use of intervention program to support pupils with learning difficulties.
- The targeting of underachieving pupils and EAL.
- Induction of pupil new to this country.
- A consistent behavior policy and encouraging children to restore relationships with others and take responsibility for their own actions.
- Addressing racism, sexism and bullying.
- The involvement of parents and care takers at parents meetings, curriculum meeting and through regular informal contact.
- Involvement of outside agencies and specialists.
- Sharing information about pupils, including health issues, with all staff.
PROCESS OF INCLUSION
Process of inclusion is seen as a process of addressing and responding to the diversity of needs of all learners through increasing participation is learning, culture and communities, and reducing exclusion with and from education.
ELEMENTS OF INCLUSION
These elements are relationships, advocacy, and a sense of identity, shared experience and transparence. Each of these elements work to strengthen the effort to develop inclusion in schools and communities.
TYPES OF INCLUSION
- PHYSICAL INCLUSION
- ACADEMIC INCLUSION
- SOCIAL INCLUSION
PHYSICAL INCLUSION:
Physical inclusion exists when all students, including students with disabilities, have equitable access to all facilities, services, and activities.
ACADEMIC INCLUSION:
Academic inclusion engages all students in the teaching and learning process of the general education classroom. (e.g., designing flexible learning experience that meet the needs of all students.
SOCIAL INCLUSION:
Social inclusion ensures that all students have the opportunity for the development of authentic friendships and relationships with a broad range of their peers in and out of the classroom. (e.g., student eating at the same lunch tables, playing on the same team, or participating in the same club).
A comprehensive inclusive program for children with special needs has the following components:
- Child Find
- Assessment
- Program options
- Curriculum modification
- Parental involvement
IDENTIFICATION AND ASSESSNENT
We recognize the importance of identification as early as possible, followed by intervention for any child who may have special educational needs and disabilities. Identification is carried out through the 3 level models.
Level 1- Classroom teacher response to a child’s learning needs. The child is closely monitored and work is differentiated within the class. This could include a teacher aide working in the classroom with a small group or with an individual child. Teacher differentiate their lessons within their lesson planning, through provision maps, parent meetings and children’s personal classroom targets. The story of the class or other formal records which details the child’s needs and which is accessible to all teaching staff.
Level 2 – Any child needing additional support, the child would have an individual education plan and this provision goes beyond the normal classroom. This may also possibly involve some external assessment and possible cost of support such as withdrawal in small groups to support literacy and/ or mathematics with the support Centre team.
Level 3 – Any child needing additional support / assessment from outside agency specialist such as speech therapists, occupational therapists or psychologists and/ or any child who requires a one to one Learning Support Assistant in order to access the curriculum. The child would have an individual education plan. There may be withdrawal from lessons for specialists’ therapists support on a one to one or small group basis.
IDENTIFICATION AND REMOVAL OF BARRIERS
Inclusion is concerned with the identification and removal of barriers. Consequently it involves collecting, collating and evaluating information from a wide variety of source in order to plan for improvements in policy and practice.
WHAT ARE THE BARRIERS FOR INCLUSION
Informal mentoring, formal mentoring pairs often have the best intentions, however, they rely on trust and shared interest being manufactured.
- Recovering from mistakes
- Bullying
- Insensitivity
- Perceived underperformance
HOW CAN BARRIERS TO INCLUSION BE OVERCOME
Ensure that all students experience equal opportunities to participate and pursue appropriate learning goals that maximize their potential. Affirm student identities, build self-esteem and teach to student strengths value prior knowledge, connect to new learning and engage student in their learning.
PROCEDURES FOR INCLUSION
Assessment for Learning:
All school staff, regardless of year group, have a responsibility to identify those who may have particular additional needs. Once a referral has been made, the student will be observed by the inclusion support team.
COMMON BARRIERS TO LEARNING
- Cognition and learning
- Communication and interaction
- Social, Emotional and Mental health
- Physical, Sensory and Medical
CATEGORIES OF DISABILITY
- Intellectual Disability
- Specific Learning Disorder
- Multiple Disabilities
- Developmental Delay
- Communication Disorders
- Attention Deficit Hyper activity Disorder
- Deaf – Blind disability
- Physical Disability
We cater to the SEND children with the help of the counselor and SIT along with the class teachers.
Children with learning difficulties are bring out of the classrooms during their non-academic classes (e.g., PE, Art,) and given support by the counselor to bridge in the gap in academics.
INCLUSION SUPPORT TEAM
- School Leadership Team
- School Counselor
- Class Teachers
- School Medical Team