Inclusive education Policy
Inclusion in Treetops Early Childhood Center is the practice of educating and caring for children of determination in the same environment or setting as their typically developing peers. In our inclusive program, all children learn and participate in the same daily activities and routines.
Our teachers have the duty of recognizing the Children of Determination as fully participating members of the community. The true measure of inclusion comes from a teacher’s ability to make accommodations and modifications to the child's day so that they seamlessly become an equal participant and member of the group.
At Treetops ECC, we understand and implement the KHDA’s Dubai Inclusive Education Policy Framework and undertake the following steps by:
Accepting all kinds of children irrespective of their mental, physical or emotional
capabilities. Without any discrimination against their race, religion, disability, or ethnicity.
They are all accepted in regular classes and included in the daily activities of the ECC. Teachers are trained to deal with the needs of an inclusive classroom. The teachers will have the skills, knowledge, and inclination to deal with young children of different
abilities. Ensuring that the educational goals are set as per each child’s ability. Hence, there are different educational goals for each child based on his/her capability. Designing the curriculum to help all children achieve their full potential. This may mean creating a class schedule that sets time aside for individual attention to the children. Developing personalised individual education plans (IEPs) for children identified as experiencing SEND. Use the IEP as a SMART document to inform the use and impact of Specific intervention, Measured outcomes, Attainable targets, and Relevant and results- oriented activities and Time- sensitive measures, in response to the SEND experienced by each child. Infrastructure to support differently-abled children will be there like POD toilet, POD
entrance etc. Supporting children who need support by meeting with external agencies and working with parents, agencies as well as with staff and children for the best possible outcome for the child. Make inclusion a thread, which runs through the entirety of the ECC, for example, by encouraging positive role models through the use of toys, imaginary play and activities. Encouraging positive role models, displayed through toys, imaginary play, books and posters that promote non- stereotyped images. All children will be encouraged to join in all activities i.e. dressing up, role play corner, dolls, climbing on large equipment, bikes etc. Ensuring that children who experience SEND will be actively supported to participate in the process of learning as they develop their potential, and build relationships with their peers, through social interactions in age appropriate common learning environments. Ensure that collaboration and team-work are consistently practiced and that staff meet regularly to discuss the progress of individual children as well as to discuss teaching methods, instructional procedures and innovative teaching strategies.
Early Learning Framework
Early learning opportunities offered in the ECC encourage children to develop positive
attitudes to people who are different from them. It encourages children to empathise with others and to begin to develop the skills of critical thinking.
We do this by:
- Making children feel valued and good about themselves Ensuring that all children have equal access to early learning and play opportunities Reflecting the widest possible range of communities in the choice of resources Avoiding stereotypical or derogatory images in the selection of materials Acknowledging and celebrating a wide range of festivals Creating an environment of mutual respect and empathy Helping children to understand that discriminatory behaviour and remarks are
unacceptable Helping children to use expressive language in a productive way to resolve issues Ensuring that all early learning opportunities offered are inclusive of children with
learning difficulties and/or disabilities and children from disadvantaged backgrounds Ensuring that children whose first language is not English have full access to early
learning opportunities and are supported in their learning Working in partnership with all families to ensure they understand the policy and challenge any discriminatory comments made Ensuring the medical, cultural and dietary needs of children are met Helping children to learn about a range of food and cultural approaches to eating at meal times and to respect the differences among them. Supporting parents who need a Learning Support Assistant for their child by
providing one from the ECC if there is availability or giving suggestions where to find
a LSA. Supporting children who need support by meeting with external agencies and
working with parents, agencies as well as with staff and children for the best possible outcome for the child.