Special Needs Policy

Special Needs Policy

QINES is an inclusive school that nurtures curiosity, creativity and global awareness through an inspiring, broad and engaging curriculum. Children learn to become resilient and respectful in an environment where each child is challenged and encouraged to thrive and achieve as an individual.

Mission Statement : To provide high quality childcare learning in a safe and clean environment

Our Vision : Empowering pupils to become confident compassionate and internationally minded learners.

Introduction

This policy has been developed by Quality International School

Purpose of this Policy

This policy affirms Quality International School's commitment to providing environment where students and staff with a disability are valued, supported and encouraged, and are able to, as far as practicably possible, participate fully and independently in their life in School.

Scope

This policy applies to all members of the school, as well as applicants for admission and applicants for employment. This policy applies in all school locations, including schools-owned or operated extracurricular activity centres .

Policy statement

Access and Equity

1. Quality International School recognises the value of people of diverse abilities, and is committed to the inclusion of people with disabilities in education. The school also aims to ensure inclusion of persons who are associates of people with a disability, such as partners, relatives or carers.
2. As part of the school’s values of being student-centric and acting with integrity, Flinders will proactively work towards creating an environment that is welcoming and accessible to students and staff of all abilities.
3. The school is committed to:
   • complying with all relevant legislation regarding access and equity for people with disabilities
   • providing services and support for students with disabilities to enable them to participate fully and independently in the academic, cultural and social life of the school
   • providing access for staff with disabilities to enable them to participate fully and independently in all aspects of their work and career development
   • Fostering and encouraging, among staff, students and the community, positive, informed and unprejudiced attitudes towards people with disabilities
4. No one may treat a person with a disability less favorably because of their perceived disability status.
5. Ensuring that people with disabilities have full access to participate in the life of the school is a mutual and iterative process between the school and the person with the disability. It is expected that both parties will engage in good faith and with a focus on finding reasonable and workable solutions.

Reasonable Adjustment

1. To give effect to the commitments above, wherever practicable, reasonable adjustments to a usual policy, practice, and work or study environment, conditions of work, teaching methods, or mode or method of assessment will be made to meet the needs of a person with a disability
2. Adjustments in a study context must not lead to a weakening or lowering of the academic standard being assessed. Students must still be able meet the inherent requirements of the assessment tasks for a topic
3. In the event that a teaching staff member or manager does not accept a person's request for a particular adjustment, the final determination as to whether an adjustment is reasonable
4. Where two or more staff or students require adjustments that may not be compatible, QINES will work with both individuals to create an adjustment that meets both needs, bearing in mind that the adjustment may not be exactly as originally sought. This may include relocating the work or study site of one or both people.

Disclosure of Disability

1. An individual with a disability who does not require any adjustments is not obliged to disclose their disability at any time.
2. An individual with a disability who requires an accommodation or adjustment is encouraged to disclose their need for the adjustment to the school, with appropriate documentation, as soon as possible. This includes:
   • applicants for work or study
   • existing students
   • Existing staff.
3. Information regarding the disability, and any adjustments needed, may only be disclosed to other staff on a need-to-know basis. This may include disclosure to teaching staff, supervisors, facilities services, and other staff who may be required to implement the required adjustments. Subject to the above, school staff must treat as confidential and private any disclosure of information concerning a person’s disability
4. Evidence of a disability may be required for appropriate adjustments to be provided.

Disability Action Plan (DAP)

1. In conjunction with this policy, the DAP sets out the school's approach to meeting its obligations and responsibilities. The chief - Administrator is the Responsible Officer for the implementation of the actions identified in the DAP.
2. The DAP will be lodged with the Ugandan Human Rights Commission & Equal Opportunities Commission to assist it to evaluate any claim in the event of a complaint being made against the school
3. Biennial reports to the chief -Administrator will be made on the implementation and effectiveness of the Disability Policy and the DAP.

Complaints

Complaints about any breaches of this policy may be made in accordance with the

1. Internal Appeals Procedures and Complaints and Appeals Procedure
2. Staff Grievances provisions in the school’s Human Resource manual and associated the employment act.