UNIT 5 Discussion forum, inclusive creating space for every learner
Inclusive education plan for Marie and amadou
(1) Term Roles
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TEAM MEMBER |
ROLE |
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Headmistress |
Team leader |
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SEN Support Staff |
Specialist support |
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Classroom teacher |
Instructional |
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Parents Advocate |
family |
(2) Co-Development (IEP) for Marie's Severe Visual impairment
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SPECIFIC OBJECTIVE |
OVERALL GOAL |
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1. |
Marie to improve on her reading and writing using the Braille machine. |
This is to enable Marie have access to the curriculum and be able to work on her own |
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2. |
To help her work in confidence and participate in class discussing |
Independently and be able to participate in learning activities |
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3 |
Promote independent learning |
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Accommodations and Support strategies
i. provides her with a Braille machine, audio lessons, and some textbooks.
ii. Use some technology devices so that she can take notes and use her Braille to help.
iii. Move Marie near the teacher so that she can have verbal instructions and guidance.
iv. Offer some teacher training for the inclusive methods for visual impairment.
v. Create extra time for her during tests and written assignments.
Monitoring and Evaluation.
i. Weekly report progress checking by the Sort.
ii. Monthly (PTA) meetings to review Marie's development.
iii. Termly report progress by the headmistress to evaluate her overall inclusion progress.
LEARNING & Environmental Design
3. Description:
Inclusive classrooms that should be able to accommodate both visual and intellectual needs.
Adapted Features:
I) The sitting arrangement for Marie is in front to be able to maximize her auditory access. And Amadou will be placed with peers for support.
II) Tactile pathways: using a clear walking path will help minimize obstacles for safe movement.
III) Lighting and Contrast: She needs adequate light in order for her to be able to access print materials and visibility of tactile.
Stakeholder Engagement Strategy
The school ensures that they have maps for sustainable inclusion; collaboration between the school, external stakeholders, and their families is very important.
Community Engagement
i. Collaborate with NGOsthat helps in providing the resources for learners with disabilities, e.g., mobility & Braille machines, etc.
ii. Partnering with the headmistress and social services to address some of the developmental and emotional needs.
iii. Referral to the (Red 2) office for further support and professional assessments.
iv. Create awareness programs for the community to reduce stigmatization
Certainly, here is the text copied exactly from the image:
and accept them in the Society and
treat them equal like everyone in
the community.
Conclusion
In this unit not face-to-face
Conclusion.
In this unit defining clear roles,
and developing personalized IEP's
that adapt the learning environment
and involving stakeholders, Marie and
Amadou can now thrive in an
inclusive school setting.
This approach ensures both learners
receive equal opportunities
to learn, participate and succeed
alongside with their peers around
them