Enhanced Learning @ Shatin Junior School 2012 - 2013 Sha Tin Junior School Parents as Partners Programme.

Enhanced Learning @ Shatin Junior School

2012 - 2013

Sha Tin Junior SchoolParents as Partners Programme

2007/20082007/2008 ESF Special educational ESF Special educational needs documents:needs documents:

ESF special educational needs policy (2007)ESF special educational needs policy (2007) Guidance for implementation of the ESF SEN Policy: Raising standards of Guidance for implementation of the ESF SEN Policy: Raising standards of

students with SEN across the continuum of provision (2008)students with SEN across the continuum of provision (2008) Model for DifferentiationModel for Differentiation

20092009 Shatin Junior School SEN PolicyShatin Junior School SEN Policy

20102010 IBO SEN document IBO SEN document 2011-20122011-2012 ESF SEN Handbook ESF SEN Handbook

ESF Levels of Adjustment ESF Levels of Adjustment

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

Social isolation and sometimes disaffection Social isolation and sometimes disaffection of the students separated from peersof the students separated from peers

Low expectations of student achievementLow expectations of student achievement ““Mainstream” students unfamiliar with Mainstream” students unfamiliar with

differencedifference Teachers using a limited range of teaching Teachers using a limited range of teaching

approachesapproaches

At Shatin Junior School we believe that At Shatin Junior School we believe that educating children begins with what we educating children begins with what we value.value.

We strive to be an inclusive school - All We strive to be an inclusive school - All students are encouraged to participate students are encouraged to participate in all school related activities to their in all school related activities to their best ability 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 placementInclusion is a process not a placement

Inclusion entitles Inclusion entitles allall students: students: to a broad, relevant and stimulating curriculumto a broad, relevant and stimulating curriculum in the environment that will have the greatest in the environment that will have the greatest

impact on their learning impact on their learning and where they are able to learn, play and and where they are able to learn, play and

develop alongside each other within their local develop alongside each other within their local community of schools.community of schools.

‘‘The goal of inclusion is to create a The goal of inclusion is to create a

community of learners of all abilities, community of learners of all abilities, interests, and backgrounds’interests, and backgrounds’ 11

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 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 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 resource. Diversity is a positive resource with regard to what it means to be internationally minded and inter culturally aware”means to be internationally minded and inter culturally aware”

• Inclusion is the learner profile in action – it’s more about responding Inclusion is the learner profile in action – it’s more about responding to each individual’s unique needs. Inclusion is less about to each individual’s unique needs. Inclusion is less about marginalizing students because of their differences.marginalizing students because of their differences.

• Differentiation is inclusion in practice – identifying with each learner, Differentiation is inclusion in practice – identifying with each learner, the most effective strategies for achieving agreed goals.the most effective strategies for achieving agreed goals.

• Four principles of good practice:Four principles of good practice:• Affirming identity and building self esteemAffirming identity and building self esteem

• Valuing prior knowledgeValuing prior knowledge

• ScaffoldingScaffolding

• Extending learningExtending learning

IBO – policy in summary

What Comes with Inclusion?What Comes with Inclusion?

• Increase in students with SEN = shared Increase in students with SEN = shared responsibility across school responsibility across school

• Increase in specialist staffing. More Increase in specialist staffing. More opportunities for specialized teaching and opportunities for specialized teaching and team teaching.team teaching.

• Drives a strength-based approachDrives 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….What to expect….Examples of student profiles 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

PDD – NOSAutism/ASDAsperger’s

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

Health issues

Cognitive impairment

Health problems,

Physical disabilities

Dimensions of Schooling Dimensions of Schooling

1 2 3 4 5 6

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?