El Genesis SEN/Inclusion Policy

Students entering El Genesis have a wide range of abilities, backgrounds, interests and cultures. It is our intention that every one of these learners will reach his or her full potential. We aim to help students develop appropriate levels of independence, responsibility and skills in their academic, emotional and social lives at the school, so that they may have full and equal access to all parts of the El Genesis curricular and extra-curricular programmes. Specified (Special Educational Needs) SEN faculty and advocates, as well as classroom teachers and administrators, through scaffolding, accommodation, differentiation and even at times modification of the programme, support this inclusion. 

PURPOSE 

This policy describes the way we meet the needs of children who experience barriers to their learning. This policy is derived from the school’s philosophy and outlines aims for meeting students’ learning needs. It is also a statement of action, describing practices for achieving and evaluating aims, which takes into consideration our particular context and the resources available. 

PHILOSOPHY 

· We define inclusion as “an ongoing process that aims to increase access and engagement for all students by identifying and removing barriers”. 

· We believe that inclusion is a continual process of increasing learning and participation for all students. It addresses learning support requirements and questions the broader objectives of education, the nature of pedagogy, curriculum and assessment. It is an educational approach to which all schools should aspire and can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. 

· We believe that diversity, including but not limited to students with special needs, is a positive resource with regards to what it means to be internationally minded and interculturally aware. 

· We encourage our students to become active, compassionate and lifelong learners who embrace the similarities and differences of all members of our community. 

· We recognize and respect that our students come from a variety of backgrounds, cultures and levels of life experiences. The diversity of student backgrounds contributes to our school community and inspiresteachers and students to be caring and open minded. 

· We employ multiple teaching strategies to differentiate instruction so that all students have equal access to the curriculum. 

· We believe inclusion is the IB learner profile in action, an outcome of dynamic learning communities. 

AIMS 

Our aim is to provide students with SEN the opportunity to fufill their potential through provisions which: 

· Promote individual confidence, positive attitude and self-esteem in all learners 

· Are best practices guided by current and relevant research within the context our provision allows 

· Provide opportunities for all students to meet standards of excellence 

· Promote early identification of SEN 

· Enable every student access to a broad and balanced curriculum, differentiated as appropriate to meet individual needs in order to remove barriers to learning and achievement 

· Provide students with quality of opportunity to participate fully in school activities 

· Provide effective assessment and monitoring of students’ needs 

· Inform all relevant staff of the students’ needs in order to ensure effective provision and continuity of support 

· Foster positive cooperation with parents as well as close and effective partnership between parents and outside agencies 

· Involve the students in their own learning 

· Deliver appropriate staff development to ensure that staff have hight expectations for students with SEN 

ADMISSIONS 

We welcome SEN children into our school provided that we can make appropriate provisions for their needs. Students with SEN will be considered for admission on an equal basis with all other children according to the criteria set out in the school’s Admission Policy by taking into account the sutability of the students to mainstream education and the availability of resources and facilities to meet that student’s needs. 

As a school, we are staffed and equipped to support inclusive access to our programme for most students with mild SEN. We are also committed to provide as inclusive an experience as possible for those intellectually capable students with mobility, vision or hearing impairments, or limited English proficiency. 

El Genesis is neither staffed nor equipped to properly educate most students with moderate to significant social-emotional and mood/mental health disorders, intellectual disorders, communication disorders, or certain co-morbidities of disorders or disabilities (multiple SENs). 

DETERMINING THE LEVELS OF SUPPORT FOR SEN STUDENTS 

The levels of support will be modified as needed. It can be increased or decreased, or the model of delivery (pull-out, push-in, consultation) can also be changed. Individual student needs are determined through the Student Services meetings.

SUPPORT SERVICES  

Support Services exists as a push-in, pull-out model that starts on a referral basis. Students are referred by teachers and, following a review by Student Services, a determination is made for level of service. For academics, services may range from push-in individual support to pull-out small group instruction, determined on a case-to-case basis, individualized to the student. Student Services works closely with both students and teachers to help that student succeed in their everyday classroom. Social/emotional and behavior referrals are also considered in this process. Student Services works collaboratively with teachers, families, and students to ensure that barriers to success are minimized. Counseling services are available to all students through a comprehensive model that includes whole-class counseling lessons, small group counseling, and individual counseling support. Referrals for group and individual counseling come from teachers, parents, and students themselves. For needs that are beyond the school’s ability to meet, families are referred to the appropriate outside organization/agency. Student files are regularly reviewed and services are adjusted accordingly. The Student Services Team (SST) meets regularly in an intervention capacity. 

Classroom teachers are also supported by Student Services in developing ways to differentiate by content, process, product and environment. The four principles of good practice - identity and self-esteem, prior knowledge, scaffolding, and extending learning - are a priority focus that directs how support is provided to our students in the mainstream classroom. 

APPROACHES TO LEARNING (ATL) SKILLS 

ATL skills can be learned and taught. Through systematic development of Communication, Social, Self-Management, Research and Thinking skills, all students are better equipped to meet the demands of the curriculum. 

REASONABLE ADJUSTMENTS 

EL Genesis supports the principle of “Reasonable Adjustments” for students with diverse learning needs. Students with learning support requirements may need reasonable adjustments to access the IB curriculum framework, including internal assessments. A reasonable adjustment is an action taken to remove or decrease a disadvantage faced by students with learning support requirements. A reasonable adjustment could be unique to a specific student and may include changes in the presentation of the test or method of response. Where reasonable adjustments involve changes to specific aspects or specific criteria of the assessment, the overall learning outcome must remain the same. 

COMMUNITY RESOURCES AND PROFESSIONAL DEVELOPMENT 

When needed, EL Genesis may require the services of outside professionals such as educational psychologists, speech and language therapists, or other professionals to conduct evaluations and make recommendations. Parents will cover the costs of outside testing. 

In addition, professional development funds are available for staff and administration to keep them updated on best practices and current research on all areas of special educational needs. 

CONFIDENTIALITY 

EL Genesis regards confidentiality as an essential component of working together in an effective and supportive school community. Students in need are best supported when the adults working directly with the student have the most comprehensive information possible. Sharing information is necessary and parents are expected to share all information they have that will support teachers and administrators in meeting the needs of their children. All information received is regarded as confidential and is safeguarded in a number of ways. From the time of admissions or when a special need or learning difference is identified, there is every attempt to safeguard all communications. This includes exchanges between and among faculty, staff, parents, and the student. At all levels of the school student files are kept in a locked area of an administrative office. Digital files are only shared within and among support staff and administration relevant to the student issue. 

COMMUNICATION OF THIS POLICY 

The full policy will be made available to staff and faculty and will be part of the orientation at the start of each academic year. EL Genesis recognizes that teachers new to the school, and to the IB programme, may require factual and procedural knowledge when teaching students with SEN, such as: 

●  information about factors that affect a student’s learning, particularly with regard to inquiry-based learning 

●  how best to respond to a student’s needs 

●  how to differentiate and match teaching approaches to a student’s needs 

●  knowledge of technology that has assisted in alleviating and removing barriers to learning 

●  an awareness of the various support systems and personnel available at EL Genesis

Review Process: Policies are to be reviewed at the commencement of each academic year involving a team of returning and new teachers under the supervision of respective Principals.