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SPECIAL EDUCATIONAL NEEDS policy

SPECIAL EDUCATIONAL NEEDS policy

Notes: Write an Inclusion and SPECIAL EDUCATIONAL NEEDS policy using the guidelines and descriptions provided.  There are various labels for components, and formatting options.  Consider your context when making decisions on organization and content.  Be sure your policy addresses three main categories within: Introduction, School Procedures, Methods and Provisions.  You may label these categories as you wish, but the content mentioned must be included at some point in your policy.  Provide any additional content you deem necessary to the creation of a policy for your program.  The more depth and specificity to definitions and procedures, the more consistent and effective practices will be.

DO NOT COPY from any outside sources.  This should be a demonstration of your knowledge and competence in equitable practices of inclusion.  Feel free to research organization of policies for inspiration, but any copied text from outside sources will be against the Academic Integrity Policy of the program and result in applicable consequences.

 

 

 

 

Inclusive Center-Inclusion and SPECIAL EDUCATIONAL NEEDS Policy Guidelines

  1. Introductory Section
  • Begin your policy with any or some of the following: definitions, principles, aims, values, codes of practice, a purpose, statement of intent, objective
  1. School Procedures Section
  • Address how your program begins to identify and evaluate students; and identify methods used for monitoring student progress and reviewing support strategies. There should be a staged-approach to supporting students before formal identification takes place (e.g. assessment and differentiated support followed by monitoring of effectiveness, then determining if further evaluation and additional support are necessary).
  • Define the roles and responsibilities of stakeholders involved in the process (e.g. teachers, managers/directors/principals, parents, SEN teacher/aide, etc.) At what stage are parents involved and how?
  • Discuss and define the organization and composition of support teams, and define how they work together to support student needs
  • Methods & Provisions
  • Define and examine the methods that will be used at your program (e.g. IEPs, wrap-around, Advanced Academic Plans, etc.). Analyze practices and how they may or may not be used in your program (e.g. push-in vs. pull-out, SEN teachers)
  • Define the Special education categories your program will be able to support (cognitive/intellectual disability, emotional and behavioral disorders, autism spectrum disorders, physical disabilities, speech and language disorders, gifted and talented students, etc.). Be sure to consider the resources that will be required, and whether your program can accommodate those needs.
  • Discuss admission criteria and procedures to ensure smooth transitions for the child, teachers, parents and any other relevant stakeholders.