Our Responsibility, as a School
United Nations Convention on the Rights of the Child
Article 28 (right to education) Every child has the right to an education. Discipline in schools should respect children’s dignity and their rights.
Article 29 (goals of education) of the Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
EtonHouse – Inclusion Philosophy
Inclusion is about responding purposefully to each individual’s unique needs regardless of the barriers in place. EHM has the following accepted values of Inclusion:
- All EHM teachers are teachers of all students.
- Everyone benefits from inclusion.
- All learners have access to the curriculum
- Inclusion means helping all learners using a variety of strategies, within a whole class environment.
- Goals should be planned with teachers, families, and students, and should be revisited and documented frequently.
We at EHM seek to give access to an appropriate education so all learners reach their personal potential.
– Abbreviated from the Learning Diversity in the International Baccalaureate programs: Special education needs within the International Baccalaureate programs
Inclusion Process
If, during the initial interview phase, a child is identified as having developmental or learning delays or gifted abilities, a one or 2 week trial will be offered to the child. During this trial period, the Head of Inclusion, classroom teachers and Senior Management Team will determine whether the school can offer effective and appropriate support. The support could range from in the form of in-class support through specific differentiation or focused support through a Personal Support Teacher (PLS) either on a full-time or part-time basis.
Personal Learning Support (PLS)
All Personal Learning Support has been hand-picked to suit the specific needs of the children involved. The PLS works in conjunction with homeroom and specialist teachers to ensure access to the curriculum for their students.
Personal Development Plan (PDP)
If a Personal Development Plan (PDP) will be created. This will be drafted by the class teacher and Head of Inclusion, in collaboration with appropriate PLS and specialist teachers. Once the draft is complete, it will be shared and reviewed with parents for approval. The PDP will include:
- Short term and long term goals based on the needs and capabilities in reference to the IB Approaches to Learning and Learner Profile
- How these goals will be measured
- What strategies, allowances, and support will be given to help achieve these goals
- Strengths and weaknesses of the student
The PDP is a working document to be reviewed and updated at each half-semester with the class teacher, Head of Inclusion and parents. Summary of the PDP progress will also be given at the end of the semester reports.
