We aim to give every child the opportunity to experience success in learning and to achieve as high a standard as possible we use the ‘Continuum of Support Process’
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Guiding Principles:
- All our children have a right to an education, which is appropriate to them as individuals. We want all our children to feel that they are a valued part of our school community
- The resources provided to support pupils with special educational needs, will be used to facilitate the development of a truly inclusive school
- Supports provided to pupils with special educational needs will be based on identified needs and be informed by regular reviews of progress (in consultation with parents and pupils) as outlined in the Continuum of Support Guidelines
- The class teacher has primary responsibility for the progress and care of all pupils in the classroom, including pupils with special educational needs
- Pupils with the greatest levels of need will have access to the greatest level of support, and whenever possible, these pupils will be supported by teachers with relevant expertise who can provide continuity of support
As far as possible, therefore, it is our aim to minimise the difficulties that children may experience. We aim to achieve this by adopting three principles that are essential to developing a more inclusive curriculum.
Inclusion:
We are fully committed to the principle of inclusion and the good practice which makes it possible. Our policy as set out in this document, aims to enable children with SEN, traveller children and children whose first language is not English, to become fully integrated members of our school community. This will be achieved by careful consideration of the needs of each child and by either modifying activities or by providing support that will help the child to participate in them.
Three principles for inclusion
Setting Suitable Learning Challenges
We aim to give every child the opportunity to experience success in learning and to achieve as high a standard as possible.(See also More Able Children policy, Appendix 4) In order to do this, Monaghan Model School will use the ‘Continuum of Support Process’ as outlined in Table 1 below to identify educational needs.
Identification of educational needs is central to setting suitable learning challenges for our SEN pupils. Using the continuum of support framework, our school will identify pupils’ educational needs to include academic, social and emotional needs, as well as needs associated with physical, sensory, language and communication difficulties. It is important to look at a pupil’s needs in context, and to use our resources to support this (for example, learning environment checklist, teacher checklist for whole-class structures and supports).
