Enhanced Shatin Junior School Sha Tin Junior School Parents as Partners Programme

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 2007/2008 ESF Special educational needs documents:  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  ESF SEN Handbook

ESF Levels of Adjustment Level 1Level 2Level 3Level 4Level 5Level 6 Model of differentiation All chn Some children A few children Very few children Class Additional Differentiation On- going Learning Support Differentiation Special School Differentiation

Traditionally, students regarded as different from the majority were educated separately. The results of such an approach are: 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

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 Enhanced Learning at Sha Tin Junior

Teachers’ thoughts…   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

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 Defining Inclusive Education

‘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

“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” “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. 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. Differentiation is inclusion in practice – identifying with each learner, the most effective strategies for achieving agreed goals. Four principles of good practice: Four principles of good practice: Affirming identity and building self esteem Affirming identity and building self esteem Valuing prior knowledge Valuing prior knowledge Scaffolding Scaffolding Extending learning Extending learning affirming identify and building self esteem scaffolding extending learning valuing prior knowledge IBO – policy in summary

What Comes with Inclusion? Increase in students with SEN = shared responsibility across school Increase in students with SEN = shared responsibility across school Increase in specialist staffing. More opportunities for specialized teaching and team teaching. Increase in specialist staffing. More opportunities for specialized teaching and team teaching. Drives a strength-based approach 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 AutismGlobal Delay Sensory Issues Learning Disorders Downs Syndrome Other Genetic disorders Spectrum disorder that includes an extremely wide range of cognitive, social and language functioning PDD – NOS Autism/ASD Asperger’s Low cognitive ability including moderate to significant language disorders Sensory modulation, self regulation, behaviour management D iscrepancies between IQ and Academic achievement Moderate to Significant Learning Difficulties Health issues Cognitive impairment Health problems, Physical disabilities

Dimensions of Schooling Planning for Curriculum Development Planning for Self Regulation Developing Social Competency Understanding Language Using Language Facilitating Communication Planning for Health Care

ANY QUESTIONS? ANY QUESTIONS?