Support For Learning Policy: Key Characteristics Of Inclusion
Support for Learning Policy
Principles
One of the National Priorities is “to promote equality and inclusion and help every pupil benefit from education, with particular regard paid to pupils with disabilities and special educational needs….”. We hope to implement the key characteristics of inclusion within our Support for Learning policy.
“Inclusive education requires the presence of all learners in one shared educational community since the exclusion of a single individual diminishes the integrity of that community”. (John Hall- Special Children 1992)
Learning and Teaching is at the heart of the education process. Throughout the learning process from early childhood, through schools and further education into lifelong learning, all learners …show more content…
• To establish an inclusive network of provision for all
Principles of inclusion
We endeavour to recognise and respond to the diverse needs of our learners within our existing Support for Learning provision taking account of the principles of inclusion for all. We aim to provide a climate for inclusion through enhancing our positive school ethos to establish improved partnership and co-ordinated approach to meet the needs of all pupils in our school community.
”Mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes and providing education for all.” – (Salamanca Statement UNESCO 1994)
The key principles of inclusion are: • Entitlement • Inclusion • …show more content…
OCTOBER - Review short-term targets and long term targets set for previous period August to June with classteacher and management
2. DECEMBER - Review/set new short term targets with class teacher and management
3. MARCH - Review/set short term targets with class teacher and management
4. JUNE - A copy of long-term I.E.P. targets is issued to parents in June along with pupil reports - I.E.P.s of primary 7 pupils are forwarded to Secondary School in late May/June
5. SEPTEMBER – Head Teacher completes Scottish Office returns on I.E.P. targets in collaboration with Support Teacher.
In effect the I.E.P. year runs October to October
Records of Needs
All copies of Records of Need are held in a confidential file in the school office. They should not be removed without the permission of the Head Teacher and should only be viewed by Staff directly working with pupil and with parents/guardians permission. When a pupil with a record leaves the school, the record should be forwarded to the Area Education Office, it should not be passed directly to the transferring
Principles
One of the National Priorities is “to promote equality and inclusion and help every pupil benefit from education, with particular regard paid to pupils with disabilities and special educational needs….”. We hope to implement the key characteristics of inclusion within our Support for Learning policy.
“Inclusive education requires the presence of all learners in one shared educational community since the exclusion of a single individual diminishes the integrity of that community”. (John Hall- Special Children 1992)
Learning and Teaching is at the heart of the education process. Throughout the learning process from early childhood, through schools and further education into lifelong learning, all learners …show more content…
• To establish an inclusive network of provision for all
Principles of inclusion
We endeavour to recognise and respond to the diverse needs of our learners within our existing Support for Learning provision taking account of the principles of inclusion for all. We aim to provide a climate for inclusion through enhancing our positive school ethos to establish improved partnership and co-ordinated approach to meet the needs of all pupils in our school community.
”Mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes and providing education for all.” – (Salamanca Statement UNESCO 1994)
The key principles of inclusion are: • Entitlement • Inclusion • …show more content…
OCTOBER - Review short-term targets and long term targets set for previous period August to June with classteacher and management
2. DECEMBER - Review/set new short term targets with class teacher and management
3. MARCH - Review/set short term targets with class teacher and management
4. JUNE - A copy of long-term I.E.P. targets is issued to parents in June along with pupil reports - I.E.P.s of primary 7 pupils are forwarded to Secondary School in late May/June
5. SEPTEMBER – Head Teacher completes Scottish Office returns on I.E.P. targets in collaboration with Support Teacher.
In effect the I.E.P. year runs October to October
Records of Needs
All copies of Records of Need are held in a confidential file in the school office. They should not be removed without the permission of the Head Teacher and should only be viewed by Staff directly working with pupil and with parents/guardians permission. When a pupil with a record leaves the school, the record should be forwarded to the Area Education Office, it should not be passed directly to the transferring