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K.Austrin            1
Objectives What are ZHO Outreach Support Services? How they work to support Inclusion in education, the  community and w...
Goals of service  To promote an holistic approach to Inclusion in which all members within     education, the wider commu...
Staffing Structures – Inclusion Outreach Support3 Area Divisions (Abu Dhabi, Al Ain, Al Gharbia) have the following struct...
ZHO DISABILITY ACCESS SUPPORT SERVICES FRAMEWORK         3 Regional Divisions - Abu dhabi/Al Ain/Al Gharbia               ...
Co-morbiditychart     Sport &         Recreation                                      Assess                              ...
Inclusion Service Interaction             Assessment = Transition            Early Intervention = Transition –            ...
Strands COVERED BY ZHO OST Government / Private Provision                                         Vocational              ...
Staff Roles and Responsibilities - Generic  Each Team consists of:     It is made up of Specialist Teachers, Therapists a...
1. Definition – Inclusion -EducationDefinitions of InclusionLegislationThis policy incorporates the guidelines of theUAE F...
Definitions cont.Definitions of Additional Needs1. Children with Special Needs1.1 A learning difficulty is said to be pres...
Definition- Arts and Disability,Disability Arts and CultureUAE Federal Law 29 – 2006 – Article 20. 1  ‘Develop the creativ...
Definition -Inclusive Sport and RecreationUAE Federal Law – 2006 – ARTICLE 20. 4 ‘Support the participation of the person ...
Policies - exemplarOperational Handbooks referenceInclusion Policy and Procedures                                         ...
Scope of Inclusion - exemplar                                                              Recreation                     ...
Resources       Inclusion Education       • Coordinator       • Specialist Outreach Support Staff, Teachers, Therapist, Ad...
Partners -          * signifies formal agreement              1. Abu Dhabi Education Council ADEC *              2. Specia...
How to access support?Abu Dhabi – Ashjan Bin SumaidaAl Ain – Arwa Al Maqtari                                 18
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Development Plan                   21
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Outreach Support Service Zayed Higher Organisation Bfe Mena 2011

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Transcript of "Outreach Support Service Zayed Higher Organisation Bfe Mena 2011"

  1. 1. K.Austrin 1
  2. 2. Objectives What are ZHO Outreach Support Services? How they work to support Inclusion in education, the community and workplace? How can you access the ZHO OST services? Best practice. 2
  3. 3. Goals of service  To promote an holistic approach to Inclusion in which all members within education, the wider community and the workplace have an understanding of their role.  To provide additional support to children, young people and adults with Special Needs, also parents, teachers, community and employers.  To foster an educational, community or workplace environment in which children, young people and adults with Special Needs flourish.  To support the development of a framework within which the school, the wider community and the workplace can monitor, review and evaluate its provision for children, young people and adults with Special Needs on an annual basis.  Promote accessibility in the learning environment, the wider community and the workplace.  Support the development of specialist skills and knowledge  Develop Pathway Transition assessment procedures (Multi-Professional) 3
  4. 4. Staffing Structures – Inclusion Outreach Support3 Area Divisions (Abu Dhabi, Al Ain, Al Gharbia) have the following structure. Inclusion Coordinator Inclusion Administration Parent Support Specialist Teams Specialist Teams 4
  5. 5. ZHO DISABILITY ACCESS SUPPORT SERVICES FRAMEWORK 3 Regional Divisions - Abu dhabi/Al Ain/Al Gharbia Division Inclusion Coordinator 1. Assessment - Education 4. Communication and Psychology, Optometrist, 2. Early Years Foundation 3. Cognition and Learning - Interaction - (PDD- ASD) Audiologist, Sp.LT, Severe, Moderate and Mild Including Speeech, Language Learning difficulties Mobility, Access. Therapy 7. Sensory 8. LINKS - Transition 5. Physical - Including 6. Social, Emotional, Management to HigherPhysiotherapy, Occupational Hearing Impairment Behaviour Education, Vocation, World Therapy Visual Impairment of Work9. Parent Support Groups - 10. 12.Advocacy, Counselling and Empowerment Disability USER Groups 11. Continuing Proffessional Adult Sport and Recreation Development Ship of Hope - Abu Dhabi Candle of Light - Al Ain Youth 5
  6. 6. Co-morbiditychart Sport & Recreation Assess EYF User group CL Child, young Parent /CYA Advocacy person, CI adult Counselling More than LINKS PD one service Sensory may be SEBD HI accessed at any given VI time 6
  7. 7. Inclusion Service Interaction Assessment = Transition Early Intervention = Transition – Portage – Outreach Team Education = Differentiation, Accommodations, exam Support, ICT Social Welfare = Parent/student Advocacy, Counselling and Guidance Therapy = Outreach Support Team Vocational = Transition 7
  8. 8. Strands COVERED BY ZHO OST Government / Private Provision Vocational EducationEarly Years Pre-school Rehab Centre / Community Community 0-3 3-5 yrs School Home Sport and Performing Parents KG 5-12 yrs Workplace Recreation Arts Home Higher Education All Strands include Formal Transition processes from one environment to another ZHO DASS is the single common denominator through the provision pathway 8
  9. 9. Staff Roles and Responsibilities - Generic Each Team consists of:  It is made up of Specialist Teachers, Therapists and Specialist Support Assists What do they do?  Assessment and monitoring  Support the schools understanding of inclusion and special needs and or disability  Support the development of IEPs and individualized programmes  Attend IEP review meetings  Support and advise on the implications of teaching pupils with special needs and or disabilities.  Support and advise on the setting up and use of Circle of Friends, Buddy System, Social Skills Groups, music therapy, art therapy and Communication groups, Social Stories.  Provide training for Parents, Teachers and Children  Support awareness, development and implementation of individualized differentiated resources.  Support the schools with projects related to specific learning needs and or disability.  Support the inclusion of students who have behaviour issues related to specific special needs and or disability  Develop awareness of Information and Communication technology (ICT)  Develop awareness of Assistive technology Support for the pupil  To offer support to the child within the educational setting  To support familiarization of the school through rehearsing key events of the day eg break, dinner, lesson changeover, and teaching coping strategies through play.  Support the development of relationship building  Support behaviour management strategies.  Initially to act as the Link person between school and family  To attend child IEP reviews Support for Parents  Support the training, development and independence of community support groups and individuals.. 9
  10. 10. 1. Definition – Inclusion -EducationDefinitions of InclusionLegislationThis policy incorporates the guidelines of theUAE Federal Law 29 – Article 12 - 2006"The state shall guarantee to provide for an individual with special needs equal opportunities in all educational institutions, vocational training and continuing education in regular classes or special classes where necessary.The academic curriculum shall be delivered in Braille or sign language or other methods/modifications as requiredSpecial needs do not represent an obstacle preventing an individual from applying to or joining any government or private educational institution of any kind."United Nations Convention on the rights of a childArticles2. Non-discriminationThe principle that all rights apply to all children without exception, and the States obligation to protect children from any form of discrimination. The State must not violate any right, and must take positive action to promote them all.28. EducationThe childs right to education, and the States duty to ensure that primary education at least is made free and compulsory. Administration of school discipline is to reflect the childs human dignity. Emphasis is laid on the need for international cooperation to ensure this right.29. Aims of educationThe States recognition that education should be directed at developing the childs personality and talents, preparing the child for active life as an adult, fostering respect for basic human rights and developing respect for the childs own cultural and national values and those of others.What is InclusionInclusion is about creating a secure, accepting, collaborating and stimulating learning environment in which everyone is valued, as the foundation for the highest achievements for all individuals with disability.The inclusive ethos permeates all centres, schools, community organisations and workplace to increase the learning and participation of all. 10
  11. 11. Definitions cont.Definitions of Additional Needs1. Children with Special Needs1.1 A learning difficulty is said to be present if a child or young person:has a significantly greater difficulty in learning than the majority of those of his age; orhas a disability which either prevents or hinders him from making effective use of educational facilities of a kind generally provided in schools managed by his education authority; oris under the age of five years and is, or would be if special provision were not made for him, be likely, when over that age, to have a learning difficulty as defined above.1.2 , in relation to a child of school age or a young person receiving school education, Provision for special educational needs means educational provision which is additional to or otherwise different from that generally made for children of the same age in schools managed by the education council. 1.3 In relation to children who have not yet attained school age, it means educational provision as appropriate to their needs.2.1 Children with a disability Children with a disability have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is, anything that is additional to or different from what is normally available in schools in the area.DisabilityAccording to international standards: a person has a disability if he/she has a physical or mental impairment, which substantially and in the long term, adversely affects the person’s normal day-to-day activities.This applies to members of staff and pupils.These difficulties may manifest themselves in the following categories:mobilitymanual dexterityphysical co-ordinationcontinenceability to lift, carry or otherwise move everyday objectsspeech, hearing or visualmemory or ability to concentrate, learn or understandperception of the risk of physical danger. 11
  12. 12. Definition- Arts and Disability,Disability Arts and CultureUAE Federal Law 29 – 2006 – Article 20. 1 ‘Develop the creative, artistic and intellectual abilities of persons with disability and invest it in the enrichment of society’Arts and Disability is a broad term which includes a variety of artwork and methods of involving children, young people and adults It incorporates people with disabilities as artists, participants and audience. It describes projects involving collaboration between disabled and able-bodied people either as artists, audience or participants. Arts and disability projects, when collaborative, must involve people with disability at all stages from planning to showcasing.Disability Arts Is a specific arts practice which involves artists with disabilities creating work which expresses their identity as disabled people. The work of disability arts practitioners contributes to the expression of disability culture. It is informed by disabled people’s experiences, beliefs and values and by a sense of their identity as members of a distinct group with a unique culture. 12
  13. 13. Definition -Inclusive Sport and RecreationUAE Federal Law – 2006 – ARTICLE 20. 4 ‘Support the participation of the person with disability in activities organised at the national, regional and international level.’ Creating a safe, fun and appropriate learning environment in which the children, young people or adults can feel engaged, valued and appropriately challenged. Structuring activities around the needs of the child, young person or adult Understanding person centred needs Providing activities that are challenging and progressive Providing activities where all can take part Develop elite sport pathways Involve participants in their learning and support them to develop understanding through experience of the impact of particular movements Support participants to develop social, cognitive, creative and personal abilities in addition to physical improvement. Encourage participants to set challenging personal goals and aim for elite sport activities. 13
  14. 14. Policies - exemplarOperational Handbooks referenceInclusion Policy and Procedures • Policies IEDP* Inclusion Education • Transition Process IED1 • Transition Programme IED2 • Outreach Support Team Handbook IED3 IED • Outreach Support Team – Information for Schools, Parents and the Community IED4 • Practical Guide for Classroom Management IED5 Inclusion - Sport and • Inclusion - Sport and Recreation Policy and Procedures ISR1 Recreation • Inclusion - Sport and Recreation Staff Handbook ICS2 • Inclusion - Sport and Recreation – Information for Parents, schools and the community. ICS3 ICS Inclusion • Inclusion - Performing Arts IPA1 Performing Arts • Inclusion - Performing Arts Handbook IPA2 • Inclusion - Performing Arts – Information for Parents, schools and the community. IPA3 IPA 14
  15. 15. Scope of Inclusion - exemplar Recreation ArtsInclusion EDUCATION Inclusion Community Sport and Inclusion Community Performing • Early Years • Early Years • Early Years • KG • KG • KG • Community • Community • Community Parents Parents Parents • Elementary • Elementary • Elementary • Secondary • Secondary • Secondary • Higher Education • Higher Education • Higher Education • Adult Education • Elite Sport • Arts in the • Workplace • Recreational Community • Retirement • Performance Arts 15
  16. 16. Resources Inclusion Education • Coordinator • Specialist Outreach Support Staff, Teachers, Therapist, Advocates, Support Assistants • Administration • Partners • Hardware / software eg – Integrated Learning Systems, Braille, Audiology, curriculum support materials • Texts / consumables – curriculum differentiation, staff training • Continuing Professional Development Inclusion Sport and Recreation • Coordinator • Staff – Specialist Coaches, Sport Therapists • Volunteers • Administration • Partners • Hardware / software – curriculum support materials • Texts / consumables • Continuing Professional Development Inclusion Performing Arts • Coordinator • Staff – Specialist Drama, Music, Art Teachers and Therapists. • Volunteers • Administration • Partners • Hardware / software • Texts / consumables • Continuing Professional Development 16
  17. 17. Partners - * signifies formal agreement 1. Abu Dhabi Education Council ADEC * 2. Special Needs Forum – SNF * 3. National Autistic Society – NAS * 4. Higher College of Technology – HCT * EDUCATION 1. Special Needs in the Community Action Group - SNICA 2. Manchester City Football Club – City in the Community MCITC * 3. Abu Dhabi Sport Council SPORT 4. Assetco* 1. Abu Dhabi Music and Art Foundation * 2. Live Music Now PA 3. Smart Art 4. Artist in Residence 17
  18. 18. How to access support?Abu Dhabi – Ashjan Bin SumaidaAl Ain – Arwa Al Maqtari 18
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  21. 21. Development Plan 21
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