BELIEFS IN LEARNING DIVERSITY
Adapazarı ENKA Schools respects learners who have learning differences and provides suitable environments for them together with their peers, in line with the learners’ previous knowledge and their needs to develop their identities and self-sufficiency. At Adapazarı ENKA Schools, different learners are seen as assets for the learning community.
Adapazarı ENKA Schools accepts children in the 56-68 months range under a quota system that takes account of the gender balance. There is no pre-selection process. Parents are obliged to submit the necessary documents if the learner has been diagnosed with a condition. Assistant support for learners with special education needs is provided by the family or the school depending on the decision of the board.
NEW STUDENT APPRAISAL PROCESS
Basic information about the student including nursery history (if any) and other information about his/her previous background is obtained in writing. Individual face-to-face interviews are then held with the families.
An appraisal process is conducted for students identified by the counselling department based on screening information. The process is organised according to the degree of divergence from the expected overall level of development of the students’ abilities given their age.
Learning support is provided for differences such as autism, Down syndrome, Asperger syndrome, mental disability, speech disorders (articulation), communication difficulties, social adjustment problems, visual, hearing or physical disabilities and behaviour disorders.
GUIDANCE ACTIVITIES IN THE LEARNING PROCESS
Teachers and parents share their observations and experiences about the students in whom they see a difference during the learning process with the counselling department. For this purpose, teachers fill in a guidance form that has been developed by the counselling department. The counselling department is not only informed through forms but also carries out regular classroom activities which help to identify differences.
The Counselling Department offers support to students:
- In small groups
- In large groups
- As a whole class
The Counselling Department offers support to teachers by:
- Carrying out activities simultaneously with the homeroom teacher
- Providing the teacher with materials and resources
- Advising the teacher
The Counselling Department offers support to parents by:
- Actively interacting with the parents
- Providing parents with materials and resources
- Advising the parents
- Referring parents to facilities outside the school and following up the process.
- The diagnosis and the difference or the needs of the student are considered.
- National Special Education Regulations are considered.
- Parental consent is obtained for the differentiated and IEP activities.
- Short-term and long-term aims are determined.
- The necessary resources to support the achievement of the aims are provided by the school administration.
- The activities and progress are evaluated by formative assessment and summative assessment.
SHARING KNOWLEDGE INSIDE THE SCHOOL
The difference affecting the student’s personal development and his/her learning process is shared with the teacher and the parents via EYS (Eğitim Yönetim Sistemi). New teachers or those who change their classes receive the information from the counselling department or from other teachers. Everything that can make a difference to the student during these processes is shared with the teachers concerned by the counselling department or the school administration.
TEACHING & LEARNING PROCESSES INCLUSION
Inclusion is the process of finding solutions during which the learning handicaps of the learners are identified and their education is tailored to meet individual needs. In order to maintain this, all stakeholders, including teachers, the counselling service, the school administration and the parents, have to cooperate. Inclusive education is implemented using different strategies while developing appropriate skills in a learning environment based on tolerance.
In order to meet the needs of the learners, the content, the implementation process or the products of education are differentiated. While planning this, differences in the learning styles, attainment levels and interests of the learners are taken into consideration. Differentiation is implemented by all the teachers to enhance teaching and learning processes, to regulate classroom expectations and relationships and to diversify assessment practices.
The school records the individual development of the learner by differentiating assessment according to learning diversity.The assessment tools and strategies used for learners with diagnosed learning differences are prepared on the basis of their individual education programmes.
The school provides professional development opportunities for the guidance department, teachers and parents to support the development of learners with different learning needs. The school administration creates a guidance department budget for every academic year. The guidance department organizes training sessions for teachers and parents during the course of the year.