Inclusive Education The Philosophy in an inclusive school
- Slides: 21
Inclusive Education The Philosophy in an inclusive school is that each belongs and all are valued and have a right to learn there regardless of needs or abilities.
Inclusive Education Inclusion is primarily about school ethos and the kind of arrangements which are required to put that ethos into practice. The mainstream school is restructured to meet the needs of all its students.
Who has to adopt to whom?
Similarities and Difference between Stages 1 -4
Stage 1 • Mainstream • Inform parents • LSM advices • Class Teacher monitors and collects information • Class Teacher responsibility
Stage 2 • Student in the mainstream • Inform parents • LSM supports students • IEP • Targets set in the area of literacy, behaviour and/or organisation • Review and monitor • Specific learning difficulties
Stage 3 • Student in the mainstream • Inform parents • LSM supports students • IEP • Targets set in the area of literacy, behaviour and/or organisation • Review and monitor • Referral is made to an outside professional agency
Stage 4 • Student in the mainstream or from special needs organisation • Inform parents • Admissions and Review Panel • Student come with a great deal of information (EP, SLT, OT, PT) • IEP • Targets set in all areas of the curriculum • Annual Reviews
Stage 4 (Con’t) • LSC supports students • Higher teacher: student ratio • Speech and language therapy and occupational therapy • Range of learning difficulties from mild/moderate to moderate/severe • Difficulties managing mainstream curriculum without support (physical and academic)
Learning Support – Stage 4 Provision Bradbury Beacon Hill South Island Sarah Roe Kowloon Junior King George V
Inclusive Education: As a Learning Support Class Included in School Polices Parents included in all support groups & INSETS LSC organised visits to include mainstream Resources purchased through curriculum groups Class opened to mainstream students Internal mailing list to receive letters to parents Shared responsibilities of the class teacher and learning support teacher to educate LSC teachers to teach mainstream class
Inclusive Education: As Students in the Learning Support Class Part of the continuum of learning difficulties Increased awareness of learning difficulties Included in procedures – Bus lines, walkers area Code of Practice – Stage 4 Full member of the class -register, visits, letters, assemblies, mealtimes, and playtimes, etc. Increased opportunities to interact and work cooperatively
Learning Support Department Code of Practice Stage 1 Stage 2 Learning Support Mainstream Stage 3 Stage 4 Learning Support Class
Learning Support Department (Class) Locale • in-class • withdrawal Physical Support Human • teacher • educational assistant • parents • peer Grouping • individual • paired • small group • class
Academic Support Modified Mainstream Life Skills Multi-sensory Social Skills and Speech Physical – Occupational Independence
Types of Integration Full-time Integration With Support Functional Integration Social Integration Basic Integration
Roles and Responsibilities The inclusion of Special Educational Needs students operates along a continuum. As students move along this continuum there is a graduated shift in educational responsibility from Learning Support Class Teacher to Class Teacher
LEARNING SUPPORT CLASS (LSC) TEACHER Writing IEPs Arranging IEPs Reviewing IEPs Annual Review Meetings Liaise with Parents – organising meetings Pastoral care Raise awareness
LEARNING SUPPORT CLASS TEACHER (Con’t) Home programme Timetables Outside agencies – Educational Psychologist, Speech and Language Therapist, Occupational Therapist Organising and planning INSET for Teachers, Educational Assistants and parents Planning – ensuring the needs are met
Class Teacher AND LSC Teaching Teacher Assessment Planning for diversity Evaluation Monitoring Communication – between Class Teacher and LSC IEP meetings Annual Reviews School reports
CLASS TEACHER Register Correspondence – letters/information Snack and lunch Geographical e. g. assembly Planning – topic Educational visits and camps
- Conclusion inclusive education
- Reimigining disability and inclusive education
- Inclusive
- Reimigining disability and inclusive education
- Ppm 119
- Diane richler
- Unesco inclusive education
- Inclusive education policy
- What is this photo
- Inclusive education and community partnership
- Objectives of inclusive education
- Conclusion of national policy on education 1986
- Aims and objectives of inclusive education
- Objectives of inclusive education
- Inclusive education definition
- Disadvantages of inclusive education slideshare
- Jämförlighet
- Acrostic poetry rules
- Barriers to inclusive education
- Inclusive date meaning sample
- Herbert spencer theory
- Analytic philosophy of education