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.

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. Inclusive Education

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 Specific learning difficulties

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 BradburyBeacon Hill South Island King George V Sarah Roe Kowloon Junior

Inclusive Education: As a Learning Support Class Included in School Polices Internal mailing list to receive letters to parents Class opened to mainstream students LSC teachers to teach mainstream class Shared responsibilities of the class teacher and learning support teacher to educate Parents included in all support groups & INSETS LSC organised visits to include mainstream Resources purchased through curriculum groups

Inclusive Education: As Students in the Learning Support Class Part of the continuum of learning difficulties Increased opportunities to interact and work cooperatively Included in procedures – Bus lines, walkers area Full member of the class -register, visits, letters, assemblies, mealtimes, and playtimes, etc. Code of Practice – Stage 4 Increased awareness of learning difficulties

Learning Support Department Code of Practice Learning Support Class Learning Support Mainstream Stage 1Stage 3Stage 2Stage 4

Learning Support Department (Class) Physical Support Locale in-class withdrawal Human teacher educational assistant parents peer Grouping individual paired small group class

Academic Support Modified Mainstream Multi-sensory Social Skills and Speech Life Skills Physical – Occupational Independence

Types of Integration Full-time Integration With Support Functional Integration Social Integration Basic Integration

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 Roles and Responsibilities

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

Teaching Assessment Planning for diversity Evaluation Monitoring Communication – between Class Teacher and LSC IEP meetings Annual Reviews School reports Class Teacher AND LSC Teacher

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