Transcript Individual Needs @ Quarry Bay School

Sha Tin Junior School
Parents as Partners Programme
Enhanced Learning @
Shatin Junior School
2012 - 2013
 Add clip here
 2007/2008 ESF Special educational
needs documents:
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ESF special educational needs policy (2007)
Guidance for implementation of the ESF SEN Policy: Raising standards of
students with SEN across the continuum of provision (2008)
Model for Differentiation
 2009 Shatin Junior School SEN Policy
 2010 IBO SEN document
 2011-2012 ESF SEN Handbook
ESF Levels of Adjustment
Model of
differentiation
Level 1
All
chn
Class
Level 2
Some children
Additional
Differentiation
Ongoing
Level 3
Level 4
A few
children
Learning Support
Differentiation
Level 5
Level 6
Very few children
Special School
Differentiation
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Traditionally, students regarded as
different from the majority were educated
separately. The results of such an
approach are:
Social isolation and sometimes
disaffection of the students separated
from peers
Low expectations of student achievement
“Mainstream” students unfamiliar with
difference
Teachers using a limited range of
teaching approaches
Enhanced Learning at Sha Tin Junior
At Shatin Junior School we believe that
educating children begins with what we
value.
We strive to be an inclusive school - All
students are encouraged to participate
in all school related activities to their
best ability
Teachers’ thoughts…
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Every learner has equal access and opportunity
to learn
Helping everyone to achieve their personal best
All learning styles and needs are catered for
In an environment where difference is
appreciated and respected
Becoming a full part of the learning community –
being part of a group; feeling part of the class
Defining Inclusive Education
Inclusion is a process not a placement
Inclusion entitles all students:
 to a broad, relevant and stimulating curriculum
 in the environment that will have the greatest
impact on their learning
 and where they are able to learn, play and
develop alongside each other within their local
community of schools.
‘The goal of inclusion is to create a
community of learners of all abilities,
interests, and backgrounds’
1
‘Inclusion assumes acceptance and respect of difference
in school communities and collaborative efforts to
address the educational needs of all students’
2
‘Inclusion is about social justice. Inclusion demands
that we ask, what kind of world do we want to create
and how should we educate students for that world?
What kind of skills and commitments do people need to
thrive in a diverse society’
3
IBO – policy in summary
• “The IB supports the premise that schools should be organised in such
a way that student diversity of all kinds can be included as a resource.
Diversity is a positive resource with regard to what it means to be
internationally minded and inter culturally aware”
• Inclusion is the learner profile in action – it’s more about responding to
each individual’s unique needs. Inclusion is less about marginalizing
students because of their differences.
• Differentiation is inclusion in practice – identifying with each learner,
the most effective strategies for achieving agreed goals.
• Four principles of good practice:
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Affirming identity and building self esteem
Valuing prior knowledge
Scaffolding
Extending learning
valuing prior
knowledge
scaffolding
affirming
identify and
building self
esteem
extending
learning
What Comes with Inclusion?
• Increase in students with SEN = shared
responsibility across school
• Increase in specialist staffing. More
opportunities for specialized teaching and team
teaching.
• Drives a strength-based approach
Inclusion at SJS…what will it look
like for us in 2012?
7
children (Possibly Years 1 & 2)
 1 Additional teacher and full-time EA
 Children enrolled as members of 2 or 3
classes – Target Classes
 Support teacher and EA will work with
class teachers to best support student
learning
 Planning and provision will be a shared
responsibility
What to expect….
Examples of student profiles
Autism
Global
Delay
Sensory
Issues
Learning
Disorders
Downs
Syndrome
Other
Genetic
disorders
Spectrum
disorder that
includes an
extremely
wide range
of cognitive,
social and
language
functioning
Low
cognitive
ability
including
moderate to
significant
language
disorders
Sensory
modulation,
self
regulation,
behaviour
management
Discrepancies
between IQ
and
Academic
achievement
Moderate to
Significant
Learning
Difficulties
Cognitive
impairment
PDD – NOS
Autism/ASD
Asperger’s
Health
problems,
Health issues
Physical
disabilities
Dimensions of Schooling
1
Planning for Curriculum Development
Planning for Self Regulation
Developing Social Competency
Understanding Language
Using Language
Facilitating Communication
Planning for Health Care
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5
6
ANY QUESTIONS?