Inclusive

Children to develop a positive understanding of themselves and others

When children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grow when children of differing abilities and cultures play and learn together.

 

To build positive friendships

Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn from each other in our inclusive classes.

 

Children in our classrooms are expected to learn to read, write and use numbers. With high expectations and good instruction, all our students are learning academic skills.

 

What we do

At our school, we currently have a number of students in primary and secondary who are on the Autistic spectrum and some have one to one Learning Support Assistants (LSAs).

 

Our LSAs are highly qualified Ugandan nationals who are University educated. Many of them are studying for Masters Degrees in Special Education.

 

All our students follow an inclusive curriculum which benefits not only the supported child but also their mainstream classmates.

 

We work hard to ensure our lessons are challenging, fun and child-centered. Our department coordinates regular meetings with the LSA and their class teacher to ensure IEPs remain on track.

Members of the support team meet regularly with the Kampala network of International Schools SEN staff, with a focus on clinical professionals, counsellors & SEN specialists.

 

In our school, we have a wide range of facilities to support inclusion, a LEGO room with a dedicated teacher, state of the art sports facilities including mountain bikes, 2 outdoor swimming pools, 2 sensory rooms and the list goes on..

 

Ways we offer student support:

  • Daily early morning interventions for all supported students before main classes begin.
  • 1:1 support in class for students with additional needs.
  • Small group primary interventions for students in Literacy, Numeracy and our Gifted & Talented students.
  • Additional in-class support in English, Maths, ICT, Science and other subjects as required.
  • Withdrawal for tests and assignments to be completed in a quieter environment.
  • Assessments including Dyslexia Screening using Dyslexia Portfolio BSquared, Cambridge Check Points & CAT4 data .
  • Communication book for Parent / LSA updates.
  • Individual Education Plan - IEPs adapted to each students needs reviewed with parents 3 times a year.

We support parents…

  • Admission Meetings for new students with additional needs.
  • Parent Communications book for our Primary students.
  • Regular meeting with parents to adjust or change support plans, IEP review meetings 3 times per year.
  • Student monitoring, feedback and advice can be triggered by parental request.
  • Learning Support Assistants (LSA) are recruited as needs arise. Meetings are arranged with parents and their child’s new LSA
  • Primary parents information by letter or email if their child has been recommended for group intervention in Literacy, Numeracy or Gifted & Talented.

We support teaching staff…

  • SEN information is shared with strategies to support students
  • Weekly Learning Support Assistant CPD to raise standards of support and delivery of the curriculum in both Primary and Secondary.
  • Liaison with outside agencies– Educational Psychologists, Speech Therapists and other clinicians.
  • Teachers attend our target setting meetings
  • Intervention spaces available include 2 sensory rooms & 2 classrooms.
  • A referral system for teachers is employed to pass on concerns to Department.