INCLUSIONPOLICY
Developed:September2024
POLICY REVIEW STATEMENT
To ensure the policy document is ingrained in the normal schools’ operations and is relevant,itwillbereviewedonannualbasisbyateamofstaffcomprisingoftheprincipal, IB coordinator and all heads of departments. There will be a tracker on the school managementsystemforstafftopostareasthatrequirerevisionandareasthatmaynot be included in this current document but are a necessary inclusion. Additionally, the tracker will allow staff to post areas that require inclusion based on changes in the externalregulatoryandeducationenvironment.
Atthebottomofthecoverpagethedateofreviewandeditionnumberofthepolicywill be indicated. For example (Reviewed on 18th December 2024) Version 2. The management will ensure the revised policy is circulated to all the relevant staff for effectiveimplementation.Thisprocesswillensureallpolicydocumentsremainsactivein guidingtheoperationsoftheschools.
1.0 INTRODUCTION
1.1Purpose of the inclusion policy
The policy aims to provide guidelines for implementation by different stakeholders in school to ensure there are on barriers of access to education and other services by studentswithspecialneeds.Webelievelearnersareableddifferentlyandlearningshould bedifferentiated to addressindividual needsof thelearners. Hence, thispolicy aimsat removing all barriers that may impend learners from accessing education and other services in school. This policy will enhance the school culture of appreciating and supportingeachlearneraccordingtotheiruniqueneedsandcontexts.
1.2Definition of inclusion
We have adopted the IB definition of inclusion that states: “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifyingandremovingbarriers.Thiscanonlybesuccessfullyachievedinacultureof collaboration, mutual respect, support and problem solving. Inclusion is the learner profileinaction,anoutcomeofdynamiclearningcommunities.”
1.3 Brookhurst philosophy of Inclusion
Webelievethateachchildisuniqueandallchildrenhavetherighttoaneducationand shouldbeallowedtodemonstratetheirabilityunderassessmentconditionsthatareas fair as possible. Further, all teachers are inclusion teachers and must demonstrate an open mindedness, adaptability and respect towards differences. The purpose of this inclusion policy is to outline how Brookhurst aims to remove or reduce barriers that studentsmayencounterintheirlearningorassessments
2.0 BROOKHURST VISION OF INCLUSION
2.1Our vision of Inclusion
Weaimtoensureallstudentssucceedandprogressintheirlearningjourney,regardless oftheirboundariestolearning.Theneedsofstudentswithlearningdifferenceswillbe met wherever possibleand wewill continuetoupdate, reviseand better thispolicy as wellastheresourcesmadeavailabletoallofourstudents.
2.2Learning Support Department
The school has a learning support department headed by a coordinator that is staffed withexpertsinspecialeducationandpsychology.Thestaffplaysacriticalroletoensure barrierstoeducationforspeciallearnersareremovedorminimized.Thefollowingare thekeyrolesofthedepartment:
To build the capacity of teachers to address learning challenges with learners duringtheirlessonsandoutofclass
To undertake assessments on learners suspected to have some learning challenges.
Towriteassessment reportsand sharethemwith thePrincipaland theparents /guardians
To coordinate assessment of students listed in the department by external assessor for the purpose of seeking access arrangements of the students in assessmentseitherformativeorsummative
To send assessment reports to the examination bodies for them to authorize accessarrangements
Toensurestudentsareprovidedwithlearningsupportrequired
Toensureduringexaminationsstudentsareprovidedwithsupportrequired
To identify and order some learning resources to support learners in the department
Toorganizeforextrasupportofstudentsinthedepartmentbyteachersandalso staffinthedepartment
Tomonitorthelearningofthestudentsinthedepartmentandassessperformance improvementcontinuously
Towriteassessmentreports,performancereportsandindividuallearningplans
Toensureconfidentialityofsomereportsorinformationrelatingtoastudent.
2.3 Identification of students who need extra support during admission
During theadmission procedure, parentsmustprovidedocumentation that informsus about the child’s background regarding any needs that should be met When a need becomesapparentthroughouttheprocessthatcannotbemetbytheschool,inthebest interestsof thestudent, they willnot beadmitted. In theevent that theschool and the parent are unsure if the student will fit in the school, a conditional admission will be granted.
2.4Mobility of learners in school who are physically challenged
Ourfacilitiesaredesignedtoensurealllearnersexperienceseamlessmovement.Future designswillbefollowingthispolicyprovision.
2.5Inclusion documents and reports required
LearningSupportReferralFormbyateacher
LearningSupportPlan(eachstudentshouldhaveaplan)
Monthlyandtermlyassessmentreportssharedwithparents
Assessmentreportsbythedepartmentandexternalexperts
3.0 PROVISIONS TO ENHANCE INCLUSION
Werecognisethat,learningdifferencescanincludedifferentsocial,academic,personal/ emotional, psychological, physical and cognitive difficulties. With this in mind the materialsandsupportweofferwillbetailoredtotheneedsofindividualstudentasfar aspossible.Thesematerialsandareasofsupportincludebutarenotlimitedto:
1. Accessibilityforlearnerswithrestrictedmovement.
2. Differentiationintheclassroome.g.levelledreading,textbooks,flexible deadlines,modifiedassessments,ICTresources/support,scribingamongothers.
3. EnglishasanAdditionalLanguage(EAL)support(extratimelearningEnglish literacyinasmallergroupsetting).
4. Schoolcounsellorwhoisavailabletomeetthesocial/emotionalneedsofour studentsandtheirfamilies.
5. FollowingofIBAccessandInclusionpolicyintheadministrationofexams.
6. Referralprocessestopartnerstoestablishwhatresourcescanbemadeavailable tothemsuchas:speechtherapyandphysical.
7. Buildingwheelchairaccessibleandbathroomfacilityavailabletowheelchair users
8. Havingalearningsupportdepartmentthatensuresindividualneedsoflearners aremet
4.0 ROLES OF SCHOOL COMMUNITY STAKEHOLDERS
Theschoolcommunityareexpectedtocollaborativelyworktogethertoensureinclusion of learners into the school programs is effective. The following are roles and responsibilitiesofvariousstakeholdersandmaynotbeexhaustive:
4.1 Pastoral department
Thedepartmentwhichisheadedby apsychologist whoistheschoolcounselorwillbe responsibleforemotionalandbehavioralsupportoftheleaners.Theexpertwillcarryout assessments and generate the reports on each student. The students will be provided with counselling services in school. Teachers will be trained on how to handle the behavioralaspectofthelearners.Thepsychologistwillalsoreferstudentsforadditional supportbyotherexpertswhenrequiredandwillbeavailableformeetingswithparents, principalandtheteachersconcerningeachstudent.
4.2Parent or guardian
1. Keepcommunicationopenwithteachersaboutanyupdates/medicalinformation thatpertainstothestudentslearning
2. Supportchildathomethroughplansmadebytheschool
3. Ensurethechildarrivesatschoolwithnecessaryprovisionse.g. medicationand otherlearningresourcesamongothers
4. Continuetoencouragethechildtoleadanormallife
4.3 Teachers
1. Differentiate or use Universal Design for Learning (UDL) to best support any studentswithbarrierstolearning
2. Create learning materials that best support any barriers to learning that the supportteacherscanusewiththestudent
3. CommunicatetoAdministrationany concernsregardingstudentswithpotential barrierstolearning
4. Creatingandmaintainingasafeandeffectivelearningspace
5. Setmeetingsandcommunicatewithanystakeholdersregardingthestudent
6. Communicatewithsupportteacheraboutanyupdatesaboutthestudent
7. Filloutdocumentationforanyadditionalsupportneeded
8. Recordobservationstomaintainsufficientdocumentation
9. Familiarisewiththestudents’history/background
References
Learningsupportoperationalmanual-BrookhurstInternationalschool2023
TheIBguidetoinclusiveeducation:aresourceforwholeschooldevelopment’,2019).
TheKenyaMinistryofEducation.(2009).
specialneedseducationpolicy.pdf.Fromwww.gluk.ac.ke/: https://www.gluk.ac.ke/down/specialneedseducationpolicy.pdf
Baker,B.D.,Green,P.C.,&Ramsey,M.J.“FinancingEducationforChildrenwith SpecialNeeds.”InJ.B.Crockett,B.S.Billingsley,&M.L.Boscardin(Eds.),Handbookof LeadershipandAdministrationforSpecialEducation.NewYork,NY:Routledge. (2012):
Algozzine,B.,Putnam,R.,&Horner,R.H.“SupportforTeachingStudentswith LearningDisabilitiesAcademicSkillsandSocialBehaviorswithinaResponse-to InterventionModel:WhyItDoesn’tMatterWhatComesFirst.”Insightson LearningDisabilities
Skrtic,ThomasM.,WayneSailor,andKathleenGee.1996.Voice,collaboration,and inclusiondemocraticthemesineducationalandsocialreforminitiatives. Remedial and Special Education
Peters,SusanJ.2004. Inclusive education: An EFA strategy for all children.Washington,DC:WorldBank,HumanDevelopmentNetwork.