Inclusive Education The Philosophy in an inclusive school

  • Slides: 21
Download presentation
Inclusive Education The Philosophy in an inclusive school is that each belongs and all

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

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?

Who has to adopt to whom?

Similarities and Difference between Stages 1 -4

Similarities and Difference between Stages 1 -4

Stage 1 • Mainstream • Inform parents • LSM advices • Class Teacher monitors

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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 –

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

CLASS TEACHER Register Correspondence – letters/information Snack and lunch Geographical e. g. assembly Planning – topic Educational visits and camps