KMS Inclusive Policy

KOLEJ MARA SEREMBAN INCLUSION EDUCATION POLICY 2016 Kolej MARA Seremban Inclusive Education Policy Introduction Kolej MARA Seremban (KMS) provides two international foundation courses for students who will be furthering their studies abroad after the completion of the course. The students are selected and sponsored by MARA organization and are placed at KMS as a beginning point of their educational journey. It is a boarding school and has limited facilities and resources therefore it is not in a position to accommodate students who are severely challenged. This is aligned with Malaysian Education Policy on Special Needs, whereby Kolej MARA Seremban falls in the school cluster with no or limited facilities and resources for students with special needs (www.moe.gov.my). Responsibility for the wellbeing and successful outcomes for all students is shared by all members of the school community. Families/guardians, the school, MARA Sponsorship Department, MARA Higher Education Department and professionals work in partnership to build on strengths and create opportunities for students to achieve. Rationale for Inclusive Education Kolej MARA Seremban Inclusive Education Policy is in line with MARA Admissions Policy and was developed to address the needs of students, be it physiological or psychological, after they have registered in KMS. We recognise our pastoral responsibility to cater for all students and to provide them with the appropriate educational access based on their needs and the availability of the school resources to enable them to be successful. Available Accommodation and Limitations Providing safe and secure environment for students in Kolej MARA Seremban is defined as the following: Lighting areas using solar powered lights at areas that were not lighted before Ensuring the walkways and paved lanes are free from potholes and rough surfaces. Scheduled inspection of pest management on the school grounds Using buggy to ferry students who may have difficulty moving about the campus Constructing a ramp to gain access to the main academic building Special Needs Accommodation 1 Visual impairment – Low vision Provide safe and secure environment for students students (but not total loss) with visual impairment Provide large print for notes, instructions, quizzes and exam materials Special arrangement for CAS activities Arrange for Inclusive Assessment Arrangement if needed 2 Hearing difficulties – students with Provide safe and secure environment for students hearing aid (but not total loss) with hearing impairment Sitting arrangement – sit where students can see teachers all the time for lip reading Repeat questions and answers from other students if necessary. Arrange for Inclusive Assessment arrangement if needed 3 Medical conditions and illness Learning Management system – lecture note and assignment on line Online consultation with subject teachers Help with making arrangement for hospital visits/appointments Communicate with parents, subject teachers and management on students’ progress Arrange for Inclusive Assessment arrangement if needed 4 Mental health Provide safe and secure environment for students with mental and emotional health Provides 2 licensed school counselors to work with students with mental and emotional health School Wide Intervention Programme for early detection and intervention from involving subject teachers up to school management Communication with parents or guardian Arrange for hospital visit to meet specialist if needed Arrange for Inclusive Assessment arrangement if needed 5 Limited Physical disabilities Provide safe and secure environment for students with physical disabilities Arrange for classes accessible for special need Arrange for student accommodation for special need Special arrangement for CAS if needed Arrange for Inclusive Assessment arrangement if needed 6 Learning diversity Provide safe and secure environment for students with physical disabilities School Wide Intervention Programme for early detection and intervention from involving subject teachers up to school management Varies in teaching methods Provides learning support for students who need extra help with work – remedial classes, peer tutoring, consultation Our School Educational Leaders will strive to: Provide leadership that contributes to creating a school climate that is welcoming of all students and establish a culture of respect that is evident in all school policies, programs and practices. Work collaboratively to embed an inclusive approach to student development, teaching, learning, assessing and resource selection across school. Identify and resolve barriers to student access to programs and activities through consultation and collaboration. Demonstrate through curriculum plans and professional development opportunities, strategies to respond to the diversity in classrooms Establish open and positive relationships with parents/guardians and to develop school culture that reflects high expectations for all students. Gather school-based information on student’s achievement, retention, and participation to evaluate progress and identify priorities for their developments Our teachers will strive to: Develop and use a range of classroom practices, strategies, materials, individual and classroom curriculum plans. Facilitate opportunities in consultation with the college Deputy Director of Academic Affairs, IBDP Coordinators, A Level Examination Officer, parents/guardians, and qualified counselors for individualized assessment and adjustments to assist students who are or who are at risk of underachieving. Monitor student’s progress and provide regular formal and informal reports to parents/guardians, Mentors and Deputy Director of Academic Affairs Role of the Families is to: Share all relevant information, experience and skills relating to their child with school staff. Collaborate in the consultation and review process regarding the child’s progress and agreed adjustments. Be familiar with and support the Kolej MARA Seremban Inclusive Education Policy by attending the Head of School briefing on college Registration Day and accessing the KMS website. Role of the students is to: Be involved, where possible and appropriate, in discussing and reviewing learning goals, strengths and challenges Cooperate with teachers by engaging in learning to reach their full potential. Be responsive to strategies that support the safety and wellbeing of self and others. References: Caritas College, Dublin, Ireland Lethbridge College, Alberta, Canada AUCD Association of University Centers on Disabilities Kolej MARA Banting .

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