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Inclusion

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April 2024

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What is INCLUSION?

The word Inclusion means, the action or state of being included within a group or structure.

In a school setting, this word means that students, no matter what level they are compared to their peers, no matter if they have a disability, no matter if they have an English Language Learner, etc., that they are in the same classroom setting as other learners their age, and they are being exposed to the same curriculum and the same standards as their peers. Inclusion in the classroom means that the students receive the supports they need to be successful. It means that the students are given work that is at their level and adopted or modified if needed.

Inclusion is students feeling like they belong with the rest of the students in their classroom and feeling accepted. It means that no student is sent outside of their classroom because of his or her ability. Inclusion means that all students are set up to succeed.

Inclusion is not sending students to different places for the entire school day because they are too low, or they don't speak the same language, or because they would fit better somewhere else.

Although students may need to see a specialist to work on a skill through intervention and leave the classroom for brief period/s throughout the school day to do this, they go back to their general classroom to learn with their peers for the rest of the school day, where they receive help if needed and complete work that is at their level.

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WSR Inclusion Department

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About Inclusion

HOI: Abir Sadek

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Why do we champion inclusion?

It's imperative that we all advocate for inclusion. Advocating for equal learning opportunities for every student, ensuring materials are tailored to individual levels, and providing necessary classroom support are essential. We advocate not solely for these reasons, but primarily for acceptance. Every student deserves acceptance from their peers and a sense of belonging within their group. This fosters self-confidence, peer connections, and overall student development. Remember, inclusion isn't just a service, placement, or program—it's a mindset.

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Benefits of


inclusion.


  • Students will remain with their peers in their grade level classroom, only leaving for interventions to get the required support.
  • Tasks will be modified or adapted to meet the needs of each student.
  • Students will feel welcomed and apart of the classroom.
  • All learning will be celebrated.
  • Students will receive the supports or guidance they need to be successful


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Spotlight on.. Attention Deficit Hyperactivity Disorder(ADHD)

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ADHD is a neurobiological disorder linked to an imbalance of brain chemicals People with ADHD show a persistent pattern of inattention hyperactivity and or impulsivity that is more extreme than typically observed in individuals at a similar age of development
How you can support your student if they present with difficulties in line with ADHD Reduce the amount of changes disruptions to your daily routine as much as possible Present them with only one task at a time Have pre established approaches for pro and antisocial behaviour ensuring you discuss these with your student what are their rewards and consequences Use a timer Can you lay the table in 5 minutes You have 10 minutes to practice your spellings Let s sit and read a book for 5 minutes Always use their name and ensure eye contact before you give any expectations or instructions Praise their effort alongside the outcome always focus on the positives Reading 4 out of 10 words correctly means they got 4 right not 6 incorrect Allow them something to hold whilst you are expecting them to concentrate Come up with a code for if you are out and about and they start to feel overwhelmed
How ADHD may present Hyperactivity Unable to sit still fidgety fiddling with things problems with sleep Inattention Difficulties concentrating disorganised forgetful and struggling to complete tasks Impulsivity Speaking out and acting without thinking interrupting others difficulties waiting their turn
Diagnosis To receive a diagnosis of ADHD a child has to meet specific criteria the symptoms must have been present before the age of 12 years for the duration of at least 6 months and occur in more than one place for example at home and at school This is decided through clinical and psychosocial assessment and developmental history and observer reports by a professional
Language and ADHD When working with any children we always try to reframe our thoughts towards the positives Easily distracted becomes high levels of awareness Restless becomes lively Off on a tangent becomes displaying independence Interrupting becomes enthusiastic