Inclusion
United Nations Convention on the Rights of the Child

Article 28 (right to education) Every child has the right to an education. Primary education  must be available to every child. Discipline in schools should respect children’s dignity and their rights. Richer countries must help poorer countries achieve this

Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.


Our Responsibility, as a School

Inclusion is about responding purposefully to each individual’s unique needs regardless of the barriers in place. EHM has the following accepted values of Inclusion:
  • All EHM teachers are teachers of all students.
  • Everyone benefits from inclusion.
  • All learners have access to the curriculum Inclusion means helping all learners using a variety of strategies, within a whole class environment.
  • Goals should be planned with teachers, families, and students, and should be revisited and documented frequently.

We at EHM seek to give access to an appropriate education so all learners reach their personal potential.
-Abbreviated from the Learning Diversity in the International Baccalaureate programs:
Special education needs within the International Baccalaureate programs



Neurodiversity

Based on current enrollment, at least 10% of EHM students are identified as students with learning barriers or exceptionalities (are neurodiverse).  This includes children with diagnoses in Autism Spectrum Disorder, ADHD, Dyslexia, and Dyspraxia.


Admissions Process
If, during the initial interview phase, a child is identified as having developmental or learning delays or gifted abilities, a one or 2 week trial will be offered to the child.  During this trial period, the Head of Inclusion, classroom teachers and Senior Management Team will determine whether the school can offer effective and appropriate support.  The support could range from in the form of in-class support through specific differentiation or focused support through a Personal Support Teacher (PLS) either on a full-time or part-time basis.


Personal Learning Support (PLS)
All Personal Learning Support has been hand-picked to suit the specific needs of the children involved.  The PLS works in conjunction with homeroom and specialist teachers to ensure access to the curriculum for their students.

Personal Development Plan (PDP)
If a Personal Development Plan (PDP) will be created.  This will be drafted by the class teacher and Head of Inclusion, in collaboration with appropriate PLS and specialist teachers.  Once the draft is complete, it will be shared and reviewed with parents for approval. The PDP will include:
  • Short term and long term goals based on the needs and capabilities in reference to the IB Approaches to Learning and Learner Profile
  • How these goals will be measured
  • What strategies, allowances, and support will be given to help achieve these goals
  • Strengths and weaknesses of the student
The PDP is a working document to be reviewed and updated at each half-semester with the class teacher, Head of Inclusion and parents.  Summary of the PDP progress will also be given at the end of the semester reports.


Pastoral Care

Pastoral care is the provision the school makes to ensure the physical and emotional welfare of your child.  You’ll know when it works. A successful pastoral care programme means that your child is safe, happy, involved and able to perform to their potential. They are integrating well with other pupils and any problems are spotted and dealt with.

At EtonHouse Malaysia we want everyone within our community to feel well supported. We believe that good pastoral support focuses on nurturing the individual needs of each child. We aim to build trusting and empathic relationships with all our students and their families.



At EtonHouse Malaysia we use The Key Safeguarding centre to ensure all our staff are trained in the awareness of social, emotional and mental health needs of the students and our community.


Safeguarding is the process taken to promote the welfare of children and protect them from harm.







Safeguarding means:
  • Protecting children from abuse and maltreatment
  • Preventing harm to children’s health or development
  • Ensuring children grow up with the provision of safe and effective care
  • Taking action to enable all children and young people to have the best outcomes.

Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering or likely to suffer significant harm. This includes child protection procedures which detail how to respond to concerns about a child.



 

Mental Health

At EtonHouse Malaysia, the mental health of our students is a priority.

We have multiple spaces around our campus where students can relax, explore, regulate and process their well-being and understanding of the world around them.

These spaces including reading nooks, a warm and inviting library space, Sensory room (for sensory needs, calming and overall meditation) and our open and luscious gardens

< Our library, gardens and Sensory Space

As a collaborative faculty, we share ideas and units of work, to help students across all ages and the wider community, understand, process and support their emotional well-being.


Strategies and Supports

Welcome to our living, breathing resources platform for our community,  Think of this like an always changing organism, with new resources being added and shared regularly.  If there is something missing you would like to see, or have some resources to contribute, please reach out to me (Ms Aneira).



You can find the full padlet here

Plus, so much more: Literacy Support, Maths Support, ASD, ADHD, Sensory Support, OT/PT Screenings and Assessments Trainings and PD