Teach Middle East Magazine Apr - Jun 2020 Issue 3 Volume 7 | Page 23

Featured School
pedagogy and assessment. My goal
was to support teachers in acquiring
that understanding and then we
could implement the required
changes to ensure a truly inclusive
environment.
of determination, those without
disability tend to hold fewer
prejudices
about
people
with
disability and are more open to socially
interacting with them.
Sustained
contact between students with and
without disabilities develops school
and classroom climates in which the
membership of all students is valued.
It was with this in mind, that led to
the partnership between the Aquila
School and the Hemam teams, as we
determined how to move forward.
The Hemam Learning Support
Center situated within The Aquila
School aims to meet the needs of
children with significant and complex
learning needs, primarily autism.  It
offers ABA therapy, occupational
therapy and speech and language
therapy.  All children are on the
school roll and they range in age
from 5 to 9.  When I joined the school
as Head of Inclusion in February
2019, I found that there was little
inclusion of these pupils and class
teachers had little or no involvement
with them.  For inclusive education
to succeed, educators need a deep
understanding of both curriculum
content
and
learner
diversity.
This knowledge enables them to
overcome barriers in curriculum,
Class Time
A number of changes were required,
some more easily achieved than
others.
There are now regular
meetings between key Hemam staff
and myself, and also with the school's
wider leadership team to discuss
issues, plan and agree actions that
will improve inclusion and education
for these children. Pupils attending
Hemam now have agreed inclusion
timetables so that teachers know
when they will attend lessons and
plan accordingly.
Class teachers
know that they have a responsibility
for the academic learning of these
children, and they draw up IEPs
and meet with parents regularly to
share the IEP, review progress and
ensure a collaborative approach. In
addition, transition planning ensured
that each child finished the last
school year with a booklet including
photos of key people who would be
supporting them as well as some of
the children in their new class. Where
possible, they also had opportunities
Term 3 Apr - Jun 2020
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