Epson, inclusion, empowerment, advocacy Equal opportunities Epson, inclusion, empowerment, advocacy

When working with children with special needs it is your job to ensure that ALL children and families receive positive messages about themselves. Staff expectations have a powerful effect on what children feel they are capable of and this in turn influences their feelings of self-worth.

Be aware of what children think. Respect every child Help children to see themselves in relation to others Confront exclusion Offer the child choices Dr. Emoto

A Mission Statement that supports inclusiveness and continuity: CHARACTERISTICS OF SCHOOLS THAT PROVIDE FOR INTEGRATION AND THE ESTABLISHMENT OF INCLUSIVE SCHOOLS. A Mission Statement that supports inclusiveness and continuity: These schools have gone through a change process that has resulted in an articulate mission statement that encompasses the needs of all children and reflects the beliefs and values of the school community.

Changes in the role of the professionals: Teachers move from working in isolation to working in teams. Teachers, special needs assistants, psychologists, therapists (occupational and speech) etc. participate in team planning and team teaching. Teams provide support, share responsibility and exchange expertise.

Change in the role of parents: All parents are welcomed as partners in the teaching / learning process and participate in the school community in a variety of ways. They are welcomed as an equal member of a team of school professionals working on behalf of their children. They develop on-going relationships with teachers. They become more committed to their children’s educational programmes.

EVALUATION and OBSTACLES TO INTEGRATION Insufficient budget Legislation Curriculum Environment The INTO advocates that: “……..it is acknowledged that children with disabilities require and deserve a high level of individual attention but this is almost impossible to accomplish in the context of large classes”. (INTO 1991, p.5) attitude

empowerment Special needs assistants must be alert to situations and not condone a child being treated in a way that is degrading or against its wishes. If a child cannot make itself heard, then the special needs assistant must act as an advocate for that child. It is fundamental that practitioners in this field listen to children (even through their body language) and respond to their wishes.

See page 27 of notes for table on child protection in secondary school