SPECIAL EDUCATION NEEDS POLICY

Mission

It is our aim to promote inclusion so that children with special educational needs can achieve their full learning potential through access to broad, balanced, creative and challenging curriculum and a wide variety of opportunities and experiences.

            It is whole school responsibility to meet the needs of children with SEN.

Children have a learning difficulty if they:

  1. Have a significantly greater difficulty in learning than the majority of children of the same age; or
  2. Have a disability which prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age in schools within the area of the educational authority.
  3. Are under compulsory school age and fall within the definition at a) or b) above or would so if special education was not made for them.

This approach recognizes that there is a continuum of special educational needs, and that a range of strategies and classroom resources should be put in place before calling upon outside resources.

Responsibilities

  • Ensuring children with SEN join with all pupils in the activities of the school as far as possible.
  • Reporting to parents on the implementation of the SEN policy.
  • Having regard to the SEN code of practice when carrying out their duties to pupils with SEN.
  • Ensuring parents are notified of any decisions to support, or changes to a child’s provision.

The management is responsible for:

  • Coordinating the provision for SEN children through the development of the provision map.
  • Managing the professional role of the support assistants.
  • Advising and supporting school staff.
  • Contributing to the professional development of staff.
  • Monitoring children’s progress.
  • Ensuring that IEP’s are in place, and reviewed.
  • Ensuring that relevant information about SEN children is collected, recorded, updated and disseminated.
  • Liaising with external agencies for assessment and SEN management. The involvement of professionals like speech therapist, educational psychologist is by referral. It requires parental permission.
  • Ensuring liaison between parents, outside agencies and other professionals.

The class teacher is responsible for:

  • Ensuring that the needs of all children in his/her class are met through a differentiated curriculum and suitable deployment of support staff.
  • Familiarizing themselves with children’s records and information regarding their SEN’s.
  • Supporting children in achieving IEP/IBP targets.
  • Keeping the counsellor informed of any changes to need or circumstances.
  • Using advice and strategies suggested by outside agencies.
  • Informing the counsellor of their concerns, or concerns expressed by parents.

Admission

      The school admits pupils irrespective of their gender, race, disability, or special educational needs, provided that there are good prospects of meeting their needs without unduly prejudicing the education and welfare of other pupils.

Children with special needs 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 taking into account the suitability of the child to mainstream education and availability of resources and facilities to meet that child’s needs.

Identification

      The school is committed to early identification and intervention. Information about children’s needs is gathered on entry through meetings with parents.

Partnership with Parents

      We value greatly the role parents play in their child’s learning and the impact of parent involvement on pupil’s progress. Parents can make contact with staff either informally in the playground, or by requesting a meeting.

Parents are notified early of any concerns about their children. They are informed in person when a child’s name is place on the SEN register. Parents are informed when a member of the Multi Professional team (CHILD GUIDANCE MEDICAL CENTRE) ,is its their child and parents are informed of their advice. Some children, especially those with a statement or with behavioral difficulties have some school contact books.

 

SEN ADMISSION POLICY

 

The school’s SEN admission policy has the right to admit students with learning difficulties or physical disabilities only if adequate provisions can be made to meet their respective needs. The aim is to promote inclusion so that children with special educational needs can achieve their full learning potential through access to broad, balanced, creative and challenging curriculum and a wide variety of opportunities and experiences.

Procedures for SEN Admission

  • KG students are screened initially by the counselors and a medical team that comprises of a Doctor and two nurses for checking whether the child has any medical or psychological deficit.
  • During the screening a verbal interview is conducted to evaluate about their linguistic abilities and motor skills.
  • The interviewing committee analyzes the child’s interaction to detect speech difficulties or mental disabilities.
  • If any speech difficulty or learning disability is detected, the phase supervisor checks with the parents if there is an explanation of the difficulties, and parents are required to provide a medical report.
  • The parents are also required to meet the principal to ensure complete co-operation in order to maximize their ward’s achievement.
  •  KG1 and KG2 students’ sit for an oral interview with the Kindergarten Supervisor
  • In case the child refuses to speak, parents are asked to speak to the child.
  • If the child still refuses to speak, the parents are asked to provide a video of their child speaking and playing, and this video is assessed as part of the child’s admission process.
  • Grade 1-8 students sit for a verbal interview in addition to a short written exam to check their acquisition of some language basics in English, Science mathematical foundations.

After SEN students are enrolled, they  are monitored to check their interaction with their teachers and classmates and their performance in the beginning of the school year after being given a sufficient period of time to be familiar with the new surroundings.