Beliefs into Action Below are ISU’s beliefs about how we all learn, not only those receiving Learning Support, but all students, and how our faculty and administration put these beliefs into action. Beliefs Children are the bearers of important rights
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Everyone can and wants to learn
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Our strengths will help us overcome our challenges
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The barriers to education lie not within our learners, but within the structures and systems of education
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Review by 31st March 2020
meet the Learner's Hierarchy of Needs to allow for access to learning recognize the right of all children to an education and what a holistic education entails create a sense of belonging for the child to know and be known allow the entire ISU community to experience diversity and share their unique identities understand that all children are born with extraordinary potential and have the right to expand this potential give value to the rights of the child through the actions of the ISU community to embody a more complete sense of humanity acknowledge the identities of the learners in order to cater to the learning needs and requirements of each learner acknowledge that everyone learns in his/her own way and provide a range of opportunities to meet student needs support professional learning for the ISU community to develop effective strategies and promote best practice support the premise that all teachers are learning support teachers provide inclusive accommodations, modifications and adjustments for learning and assessment allow for creative, independent thinking through reflection, differentiation, integration and promotion of lifelong learning seek to embody a strength-based approach to enable all learners to realise their potential appreciate and apply everyone’s positive qualities and strengths (whether academic, physical, social, emotional or creative) provide multiple opportunities and choice to showcase strengths build resilience approach the design of teaching and learning creatively to enhance experiences for everyone If we can, we will remove the barriers to learning by accepting responsibility and initiating necessary changes ○ create enabling environments, facilities, systems and structures ○ design accessible learning experiences ○ resource inclusion (human, capital, material, social resources) ○ educate and upskill the entire learning community for inclusion ○ foster collaboration regularly review and revise all policies in order to remove barriers, reflect the inclusive nature of the school and guide development
Learning is a partnership, a shared responsibility
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Agency promotes selfadvocacy
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Inclusion transcends diversity
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A culture of inclusion is a community commitment
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Inclusion is a continuous journey
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Review by 31st March 2020
develop an inclusive culture and practices with all members of the school community create a culture of shared responsibility that involves all ISU community members in developing, understanding and contributing to inclusive practices maintain regular communication and transparent practices to develop reciprocal knowledge about teaching and learning reflect together in order to make learning more accessible for everyone develop opportunities for parent participation in their child’s education encourage opportunities for dialogue, reflection, professional learning and action between colleagues maintain organisational knowledge for the development of effective structures, systems and strategies to increase access and participation collaborate in multidisciplinary teams, co-planning, co-teaching and co-assessing honour the agency within everyone build self-efficacy for a better ability to advocate for self and others cultivate agency (the power to take meaningful and intentional action) by providing opportunities for voice, choice and ownership in the learning process enable learners to understand and advocate for their rights focus on learning how to learn, to best equip learners for the future allow learners opportunities for a higher level of participation in global citizenship acknowledge and protect the right to privacy (people have a right to tell their own story when they feel ready) embrace and celebrate diversity and everyone’s unique differences to enrich the learning environments and culture of ISU address human commonality, diversity, equality and multiple perspectives in learning experiences create affirmative, responsive environments that promote a sense of belonging, safety and self-worth for every member of the ISU community through daily interactions no one will feel left out intentionally foster positive emotional and social attributes develop and support pastoral systems of care to contribute to the feeling of belonging model high expectations of social behaviour for the individual and for the group support learning and community as a social endeavour acknowledge that learning is lifelong and education is dynamic regularly review and refine systems and structures to best support the needs of the learner continue to expand our understanding of inclusion involve the larger community in sharing beliefs into action to transform society, not just reflect it be open, flexible and adapt to change and growth be willing to learn, unlearn and relearn embrace new challenges and understandings as an opportunity to grow develop a pedagogy of participation, research and action
Review: Why - We review to ensure this document reflects current beliefs and actions throughout the school. How - We review within a whole school inclusion committee consisting of a cross-section of the school community. This document will be used for a review of our inclusivity, is our success criteria which we will use to self-evaluate providing evidence and making plans for actions to be taken What - This document is used as success criteria and for guidance in our practices.
Review by 31st March 2020