WE LEARN AS ONE!

What is Inclusivity?

Inclusive teaching refers to a variety of teaching approaches that strive to address the needs of all children. This approach provides a learning experience that allows children from all backgrounds, learning styles and abilities to be successful. These strategies contribute to an inclusive learning environment in which all children feel equally valued. Inclusivity in the classroom implies that the classroom environment is one in which all children feel that their contributions and perspectives are equally valued and respected (Cal Poly).

Inclusive education is a system in which children with special needs can attend school with their typically developing peers. An inclusive preschool system integrates special education and related services into all aspects of its program. An inclusive school is not a remedial school but rather an environment where children of all capabilities can interact and learn together.

Why choose our Inclusive school?

• We believe in instilling Respect, Responsibility and Community in our children.

• We encourage the development of relationships with other children and their physical world.

• It is of vital importance to help children to develop the skill of understanding and practicing inclusion.

• We provide an educational play-based program that embraces a “Back to Basics” philosophy of learning.

• Children are encouraged to explore and discover in a natural and stimulating environment that will develop the whole child physically, emotionally, cognitively, socially and spiritually.

What does an inclusive environment look like and how does it work?

Learning is made personal and provides opportunities for the children to share their own experiences and perspectives. Children learn from each other as well as from the various perspectives and existing knowledge their fellow children bring to the table.

Our children not only come from diverse backgrounds, ethnicities, race, and gender, but they also bring different talents and styles of learning. All children should have the opportunity to learn in a way that works for them and they should be able to showcase their talents.

Class sizes are small and there is an intimate learning environment that provides many one-on-one opportunities between the teacher and the children in her group.

We use a structured curriculum, influenced by Reggio Emelia, that is guided by the interests of the children.

The learning is child directed and revolves around a theme. Children are encouraged to explore the theme at their own pace and to research and discover through the concrete experiences of touching, moving, listening, seeing and hearing as well as through the use of technology.

All children are accepted unconditionally into regular classes.

We provide support to children so that they can participate fully in the school and the community.

We look at all children at what they can do rather than what they cannot do.

Individual differences between children are a source of richness and diversity, and not a problem.

Summit Preparatory School is a school where each child is viewed as a unique person. Our teaching methodology is based on the International Curriculum for the UK and has also been greatly influenced by Reggio Emilia. This approach is an educational philosophy and pedagogy focused on preschool and primary education. Reggio Emilia is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The Reggio Emilia Philosophy is an innovative and inspiring approach to early childhood education, which values the child as strong, capable and resilient, rich with wonder and knowledge.

What are the principles of the Reggio Emilia approach?

• Children can construct their learning.

• Children learn their place in the world through interactions. The adult is their guide.

• Child's thoughts are documented. Children have many languages.

Cochlea Implants and Hearing Aids

All children, especially those implanted at a young age, demonstrate improvement in sound detection and in their auditory perception skills following implantation.

If your child has a cochlear implant, you might be weighing a few different options when it comes to which school he or she will attend. One of these options is an inclusive school which exposes children with hearing loss to children without hearing loss and provides a language rich environment where they are able to learn language from their peers and teachers.

How will this work in the classroom?

The teachers are fully trained in teaching children with hearing loss and we have developed strategies to give every child the necessary support.

The teacher shall:

• Ensure the cochlear implant is on and working reduce background noise in the classroom

• Make use of the Bluetooth microphone system (provided by the parents)

• Position the child with a cochlear implant in direct line of sight

• When speaking with a child, the teacher will sit on the same side as the child’s cochlear implant

• Speak at a slightly slower rate when presenting new information

• Explain to children what is coming up in discussions or studies as well as revise what has been taught that day – This is achieved by our pre-teach and post- teach approach.

• Will not raise their voice as this distorts the speech signal, making it more difficult to understand.

• Gain the child’s attention prior to giving directions

• Allow the child extra time to process auditorily

• Repeat new vocabulary often and give alternative words when teaching new vocabulary

• Use a buddy system with projects

• Use written/picture outlines to help the child follow directions