Additional Educational Needs
The Academic Year 2019-2020 was exceptional without a doubt. It had its challenges and triumphs, but as always, the Additional Educational Needs Department (AEND) focused on enriching its provision to meet the needs of students and ensure equitable access. Access and Inclusion The issue of Inclusive Access Arrangements for students has always been a priority for the AEND, and has been gaining momentum across educational institutions at all levels. The IBO has worked on developing its systems and procedures to facilitate the process of applying for Access Arrangements for students sitting for external exams both at Grade 10 (MYP e-assessments) and Grade 12 (DP external exams). To that end, the IBO published the Access and Inclusions Policy handbook, the aim of which is to streamline procedures that will allow students “to demonstrate their ability under assessment conditions that are as fair as possible”. The AEND in collaboration with the MYS and IBC teams worked to adapt the school’s existing policy to ensure the highest level of transparency, academic honestly and equity is being applied to all cases. This policy has been integrated into the AEND policy now known as the Access and Inclusion Policy. Continuing Professional Development As with every year, the AEND team continuously sought out opportunities for growth and development in the evolving field of SEN and inclusive practice. Achievements this year include: • Three members of staff completed their Certificates of Competence in Educational Testing and became registered members of the British Psychology Society Register of Qualification in Test Use. • One member of staff is now a qualified ADHD Life Coach. • One member of staff completed a Master’s degree in Special and Inclusive Education. • Two members of staff completed a Master’s degree in Multidisciplinary Studies in Education. • Seven members of staff took on courses by Dyslexia Action covering a number of topics, including: Structured, cumulative multisensory tuition for learners with Dyslexia; supporting learners with memory weakness; developing numeracy skills in learners with Dyslexia and Dyscalculia; and developing reading skills in learners with Dyslexia. • Four members of staff completed a short professional development course on the Jolly Grammar Programme. Communication and Collaboration Consistency of message and clarity of communication was last year, and will continue to be, a focus for the department. In addition to the annually updated Additional Educational Needs Department Procedures Handbook, which is shared with all members of staff at ABS, the AEND also developed an intradepartmental AEND Teacher Reference Handbook to ensure consistency and clarity and help with the induction of any new staff. The Director and Coordinators also worked on updating the AEND student profiles. Profiles are living documents shared with the student’s teacher and Head of School at the start of the year to support transition and ensure access is facilitated from day one in their new grade. The update now includes more detailed information on the student’s area of need and subject specific information for core subjects. A list of learning strategies, taken from the IBO’s Meeting Student Diversity in the Classroom (Removing barriers to learning) booklet, published December 2019, also accompanies each profile after being curated specifically to each student.
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