Promoting SEND Inclusion for

International Schools
Module One
Background
Welcome to this course on ‘Promoting SEND Inclusion for International Schools’, written in partnership
with Louise Dawson, Inclusion Specialist in the Middle East.

“There are an estimated 240 million children with disabilities worldwide. Like all children, children
with disabilities have ambitions and dreams for their futures. Like all children, they need quality
education to develop their skills and realize their full potential.

‘Yet, children with disabilities are often overlooked in policymaking, limiting their access to education
and their ability to participate in social, economic and political life. Worldwide, these children are
among the most likely to be out of school. They face persistent barriers to education stemming from
discrimination, stigma and the routine failure of decision makers to incorporate disability in school
services.”

This course begins by defining SEND inclusion and looks at the contribution that you and others can make
towards it. You will consider how local law affects the landscape and how different models describe
inclusion. The course includes practical suggestions and advice for promoting SEND inclusion in your own
community and finishes with four case studies.

The purpose of the course is to help you:

• understand what SEND inclusion means
• recognise the difference that SEND inclusion makes
• know how the various roles in the school community can contribute towards SEND inclusion
• understand how to promote SEND inclusion in your school.

The course will be useful for everyone working with children and young people in an international school
setting.

Defining inclusion
Inclusion is often defined as ensuring access to learning for those with Special Educational Needs and
Disabilities (SEND) but true inclusion is far wider than this. It involves the whole community and all its
stakeholders, as there are many differences that may create a need for support towards inclusion, such as:
• Cognitive difference
• Physical difference
• Being more and/or exceptionally able (also known as gifted and talented)
• Language difference
• Social and emotional needs
• Mental ill health
• Incarceration
• Marital status of family members
• Nationality

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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 • Religion
• Culture
• Age
• Sexual orientation
• Colour
• Finance
• Gender
• Migration or displacement status
• Being in a minority group within the community

Each person is unique in their qualities, personality, dreams, aspirations, skills and struggles. Inclusion is
about recognising that no one is any better than anyone else and that all are welcome - whether at home,
school, work or in the community.

This course focuses on the inclusion of young people within a whole school environment. Everyone should
be given the access that they need to be the best they can and be supported with strategies to achieve
their best results.

There is a growing mindset that if we get it right for students with difference, then we automatically get it
right for everyone.

Every child should have their needs met and there is no reason why this cannot take place for all within the
same establishment. A child with a high need can be educated in the same environment as their friends,
although it may be in a different way.

Inclusion is about meeting the needs of all so the provision for different children may look very varied. It
does not mean all being in the same room, all the time, but ensuring access for all.

Roles and responsibilities

There are many stakeholders in a school, and it takes all of them to nurture a whole school inclusion plan.
This is the essence of ensuring support for all students, in all areas of the school.

Within a school setting, every person has a responsibility to develop inclusion.

• School owners should:

- have responsibility for the overall culture of the school
- provide the overarching strategy
- ensure financial support.

• Principals and senior leadership teams should:

- have responsibility for implementing the strategy
- role model an inclusive mindset
- embed good practice and an inclusive ethos into policies and procedures.

• Administrative staff should:

- provide a welcoming environment
- ensure that documentation is up to date and accessible to those that need it.

• Site management staff should:

- ensure that facilities, such as bathrooms, building access, room access, equipment,
furniture etc are accessible to all.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Teaching faculty should:
- have overall responsibility for ensuring students' safety (physical and emotional)
and their academic progress
- notice challenges, barriers and struggles
- now their students and provide or seek support where necessary.

• Governing bodies should:

- take a ‘critical friend’ role and ask difficult questions where needed
- hold the school to account
- seek evidence of inclusivity (eg during observation visits).

• Parents should:
- have the right for their children to be included in school; for example, to have friends,
be invited to social events and be welcomed into the community
- be inclusive themselves and act responsibly.

• External agencies should:

- support schools to adapt and change support mechanisms
- include key support personnel such as educational psychologists, medical teams and therapists.

• Government agencies should:

- promote inclusion
- ensure that inclusion is a category of the inspection process.
(Note: Support from government agencies varies greatly by country. Where inclusion is a
key development area for the government, schools are held to account and progress is
faster, therefore it is fundamental to schools being more inclusive.)

What other stakeholders are involved in your setting?

All students have the right to protection, education, health care, shelter and good nutrition, as declared by
the United Nations since 1959, and yet, and this message still needs delivering more than 60 years later.
Schools play a key part in promoting those messages, and by educating children in an inclusive
environment, these global goals are likely to be reached more quickly.

Legislation
Every school needs to define inclusion for its own setting. There are a variety of documents to support and
guidance for schools from governments and agencies such as UNICEF.

Examples of these can be found in the resources section.

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) recognises the right of
persons with disabilities to education. Article 24 of the convention calls for the development of an inclusive
education system.

Most countries have laws relating to disability, tolerance, inclusion and discrimination. Countries must
ensure their laws promote the right of persons with disabilities to education at all levels and allow them to
learn alongside other students in inclusive schools.

However according to the global education monitoring report ‘Inclusion and education: All means all’:
• Segregation is still prevalent - in the case of students with disabilities, laws in 25 percent of
countries make provisions for education in separate settings

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Identity, background and ability dictate education opportunities
• Teachers, teaching materials and learning environments often ignore the benefits of embracing
diversity.

The key message of the report is that “All means all: learner diversity is a strength to be celebrated.” and
there is still work to be done.

The reports are available in the resources section.

Approaches towards inclusion

The following examples give an idea of the approach taken in various countries:

USA
Individuals with Disabilities Education Act (IDEA)
This Act makes available a free appropriate public education to eligible children with disabilities throughout
the nation and ensures special education and related services to those children.

UK
Equality Act 2010
The Act simplifies the law on discrimination. A child cannot be unlawfully discriminated against
because of their sex, race, disability, religion, belief or sexual orientation. There are exceptions that
should be considered; for example, collective worship.
Children and Families Act (2014) (including the SEND Code of Practice)
This Act introduced Education, Health and Care plans and learning difficulties assessments for children and
young people.

UAE
Dubai Inclusive Education Policy Framework Directives (2017)
The ‘Dubai Inclusive Education Policy Framework’ provides information about the procedures and
standards necessary for the improvement of inclusive education provision.

Australia
Australian Disability Discrimination Act (1992)
This Act provides protection for everyone in Australia against discrimination based on disability.

India
The Rights of Persons with Disabilities Act (2016)
The Act enforces the government to take effective measures to ensure that persons with disabilities enjoy
their rights equally with others.

Nigeria
Nigerian with Disability Decree (1993)
This Decree provides legal protection and security for Nigerians with disabilities as well as establishing
standards for enforcing the rights and privileges.

Local legislation

It is not within the scope of this course to advise on the legislation in individual countries. Please contact
the relevant government agencies for education and health in your country to ensure that you are fully
aware of your responsibilities.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Models of disability
There are several different models of disability which all take a different approach. Here is an outline of
three of them and their area of focus.

Charity Model

• Views people as victims

• Disability is seen as deficit
• Continues negative stereotypes
• Suppresses access to society
• Creates dependency
• Does not see access as a right

Medical Model

• Defines what is wrong

• Individuals are disenfranchised
• Looks at what can be fixed
• Requires diagnosis
• Encourages treatment
• Limits people by what they can’t do rather than what they can
• Fosters dependency
• Assumes all needs are the same for every person
• Results in segregation and alternative services
• Labels
• Does not change society

Social / Rights Model

• Upholds universal access

• Creates independence
• Promotes tolerance and acceptance
• Enables rights to education
• Emphasises what people can do
• Understands uniqueness
• Promotes personalised provision
• Recognises the individual
• Trains everyone
• Identifies barriers and provides solutions
• Inspires with provision of technology
• Results in society evolving

Who benefits from inclusion?

Being born with a special need in education, physical disability, medical need or a social/emotional
barrier affects all sectors of the community - nature does not discriminate. Financial status, health,
employment, nationality, gender, or importance in society is not a barrier to having children with needs.
Anyone can experience disability or develop a need at any time.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Everyone benefits from inclusion.

Thinking about your own school, what groups of children need support?

• English as an additional language

Aleksander is new to the school. Their first language is Polish, they are autistic and they are
struggling to make friends.

• Special educational needs (identified by a professional)

Olivia has cerebral palsy and struggles to walk.

• Additional educational needs (those who are being reviewed for need)
Advika is seven years old. She struggles to read and maintain focus in class. The teacher has
asked for an educational psychologist assessment to identify possible special educational needs.

• Medical needs (where the medical need impacts on academic progress)

Sacha has cystic fibrosis and has low attendance at school due to ill health.

• Social, emotional and wellbeing needs (those with anxiety, depression etc)
Catrina is suffering from anxiety due to the recent death of her father.

• Boys/girls (in countries where segregation occurs)

Maira goes to a single sex school. She tries to attend regularly but there is alsoan expectation
that she should care for her disabled mother.

• Free school meals (those who are supported with food from the government)
Sofia comes from a family that are on a low income. Her main meal is provided by the school.

• Looked after children (those in the government care system)

James has been to several different schools and has attachment issues.

Are there any other groups of children within your setting that may need additional care and attention
to ensure inclusivity?

Good practice
A school should:
• make adaptations to the environment (such as accessibility, ramps, bathrooms etc)
• employ inclusively-minded staff
• develop whole school policies that reflect the school’s inclusive nature
• pay careful attention to the vocabulary used.

Policies and procedures

What policies do you have in your school that support the inclusion of all stakeholders?

Some examples of policy that should have inclusion statements embedded with them are:

• Whole school inclusion policy

This is an overarching policy which details the processes of identification and support.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Admission policy
This sets out the admissions criteria. It should detail how admission is not determined by levels of
ability, achievement potential or needs.

• Safeguarding and child protection policies

Children with special educational needs are a vulnerable group, who often have a need for support
from external professionals for whom confidentiality agreements should be implemented. All staff
should be
fully trained on safeguarding, particularly with regard to vulnerable groups of children.

• Anti-bullying and anti-discrimination policy

Children with differences are often subjected to discriminatory behaviours, which manifest as
bullying.
All staff and the wider community, including students, should be trained in how to anticipate, identify
and reduce these behaviours. Training should also be implemented to enable all students to self-
advocate.

• Wellbeing policy
All groups of students should have access to wellbeing support. Specialist training should be access
by staff who support children with barriers as their needs may be different; for example, supporting
a neurotypical child can be very different to supporting an autistic child.

• Data protection policy

Working with external agencies, such as exam boards and qualification suppliers, requires sharing
of data. Policies should include specific mention of young people and parents who may be unable
to advocate for the safety of their own data.

• Recruitment and HR policies

All staff should be recruited with clear knowledge that they are required to support, teach and work
in an environment that is inclusive to all.

Reflection
Personal thoughts of Louise Dawson, Inclusion Specialist

Very early in my career I was forever touched by a conversation with the mother of a child with
Down's Syndrome. She came to us looking for a school place for her child and shared her
experiences with me.

She came from a wealthy family who, to her knowledge, had never experienced disability or
difference. When she was younger, she was told to cross the road when they encountered a
visibly different person. She was told not to talk to people with speech delays or to engage
with a child in a wheelchair. She never understood why but this was their family's reality.
Imagine her grief when she presented her family with a visibly different and cognitively
challenged child. The family expresses love and supports her, as any family would, but she
notices every fleeting look her family gives her child. She feels the unspoken fears, and she
fights every day to push back her knowledge that whilst the family outwardly accept the child,
internally she feels differently because of her experiences.

Including children with difference in the classroom benefits both groups of children. When you
decide to have children, you’re not always aware of what life could present to you. It is our
responsibility to ensure that these judgments decrease. That we stop allowing people to feel
fear, grief or loss when they are presented with a child with need. That’s why children with
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 differences should be included in schools - to normalise differences and reduce stigma.
Research shows that children with barriers that are surrounded by neurotypical people do
better: socially, emotionally, academically, and physically. But neurotypical people can benefit
from exposure to difference, ensuring they also learn to be inclusive, tolerant and reduce bias.
Exposing our young people to a wide variety of differences increases tolerance, acceptance
and inclusion and decreases discrimination.

Summary
In this module, you have learned what inclusion means and the benefits it brings to the whole school
community. Inclusion is about seeing each person as an individual, recognising their strengths and
challenges, and supporting them to be their best regardless of your personal views and bias.

In Module 2, you will look at four case studies offering a systematic approach and practical advice.

You are now ready to complete the questionnaire. Click Questionnaire 1 to undertake the questions.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.