Students with a Disability Policy

Introduction

Ziauddin Schools and Colleges are strongly committed to the belief that members of our learning community who have a disability may require, and are entitled to, additional support to reach their full potential. This is made possible through an honest appraisal of the school’s/college’s ability to provide an adequate amount and quality of support.

Aims of this Policy

All those in Ziauddin Education will promote a safe and inclusive learning environment that expresses the value we place on education for all. The schools/colleges support the UNHCR Sustainable Development Goals for Schooling as they relate to us in   our desire to provide schooling for the 21st Century and how we work to achieve improved and equitable educational outcomes for students with a disability.

In this regard, the key focus areas for Ziauddin Schools and Colleges are:

  1. Identification of new enrollments who may require additional support
  2. Learning Support
  3. Access and Participation
  4. Discrimination-Free Culture

Procedures

2.1 New Enrolments

  1. Decisions about admission should be made about student admission on the basis that reasonable adjustments are able to be made (wherever necessary) so that a student with a disability is treated on the same basis in school as a student without a disability.
  2. The Principal has the sole discretion to decide that the school is not capable to support the student and, in the best interests of the student, work with the family to explore alternatives, which may include the student enrolling in another school.
  3. The Principal should request to access relevant medical information and previous educational outcomes data during the enrolment process.
  4. The process of admission should be collaborative with the family, concluding with an honest appraisal of the school’s capability (in terms of infrastructure and learning support) to offer appropriate and conducive support to the student in a way that is equitable and will not cause hardship for the student or negatively impact on the student’s potential to learn and the teachers’ ability to teach.

2.2 Support

The following considerations should be operationalised by the school in the event that a student with a disability is admitted into the school:

  1. Development of an environment that is welcoming and supportive of students and their families.
  2. If a student is admitted into school, the Principal should liaise with the family regarding the provision of support staff/ teachers to work with a student (Please note, that families should be informed that there may be an additional charge levied for this level of provision).
  3. The Principal should keep teachers and auxiliary staff up-to-date in their understanding of disability and of the requirements of the school for dealing with students with a disability.
  4. Teachers should closely monitor the holistic progress of students with a disability and maintain complete records of progress and issues.

2.3 Access and Participation

Once a student is enrolled, it is the responsibility of all in school to:

  1. Facilitate the access and participation of students with a disability as fully as possible into the life of the school and create a whole school approach to meeting their needs.
  2. Facilitate access to, and engagement with, the academic and non- academic curriculum of the school in a variety of ways.
  3. Demonstrate our shared belief that all students can learn by

ensuring that the curriculum is engaging and challenging for all students and by ensuring that students with a disability are given the opportunity to demonstrate what they know, what they can do and what they understand.

  1. Ensure that every student with a disability has an Individual Learning Plan (ILP). This is written by the classroom teacher in consultation with the Principal and the parents at the start of each term. It must be reviewed regularly by the teacher and Principal and adjusted as necessary, in consultation with the parents.

The ILP will –

  • Set appropriate and achievable learning targets for the student which are reflective (but may not be at the standard of) curriculum learning objectives and outcomes
  • State who will take responsibility for different aspects of the student’s learning and progress (this can also include parents)
  • Set clear time lines for achieving targets which are monitored and adjusted, as necessary
  1. Differentiation of the curriculum may include writing modified units of study that address different learning goals offering the student a reasonable substitute for an activity in which he/she cannot participate. This can include, but is not limited to, flexible delivery modes, alternative teaching materials or differentiated materials; adjusted assessment; provision of additional support.
  2. The Principal will work with teachers to devise programmes of study that address the social/emotional needs of students who need support of this nature.
  3. Accommodations should be made, as appropriate, to enable the participation of students with a disability in co-curricular activities, but with an understanding by all that this may not be feasible within the capabilities of the teachers and the school.

2.4 Discrimination-free Culture

  1. Affirm the importance of positive relationships among everyone involved in a student’s learning.
  2. Model and promote conduct and behaviour that facilitates mutual respect.