The international curricula at ACG School Jakarta secures access to the essential areas of learning and provides for the development of the knowledge, understanding and skills that children will need in order to become active and responsible global citizens. Informed and effective curriculum differentiation is the result of the school’s cycle of observation, assessment, planning and review. A variety of pedagogical approaches should be implemented to maximise the achievement of all students. These kinds of arrangements apply to all children and are not part of special educational provision.
Careful consideration of the school’s ethos and the learning environment, can help prevent some special educational needs arising, and minimise others. Differentiation of learning helps ACG School Jakarta to meet the learning needs of all children. Children’s learning difficulties may manifest as a result of difficulties within the child and/or a school’s own practices. Teachers’ planning should be flexible in order to recognize the needs of all children as individuals and to ensure progression, relevance and differentiation. Providing effective learning opportunities for all students offer three key principles for inclusion:
- setting suitable learning challenges;
- responding to student’s diverse needs;
- overcoming potential learning and assessment barriers for individual or groups of students.
The decision to accept a new student with special educational needs, or the decision to request an existing family to find an alternative educational institution for their child with special educational needs, will be made by the school Principal.
In circumstances where, during the school enrolment process, parents did not disclose their child’s full history, including SEN information or previous counselling/therapies, the school reserves the right to request the family to find an alternative educational institution for their child.