CHECKLIST ON THE INCLUSION OF LEARNERS WITH SEN (LSEN)

This list will help in identifying barriers to inclusion that exist in schools.

Section 1: Creating Inclusive Cultures

Description Agree Disagree Unsure
1 Everyone is made to feel welcome/accepted
2 Learners help each other in class and outside class
3 Staff and students treat one another with respect
4 There is partnership between staff and parents
5 There are high expectations for all learners
6 Staff, BOM, learners and parents share a philosophy of
inclusion
7 Learners are equally valued
8 Staff seeks to remove barriers to learning and participation
in all aspects of the school
9 The school strives to minimize all forms of discrimination
10 Difference amongst the school community is celebrated

Section 2: Producing Inclusive Policies

Description Agree Disagree Unsure
11 The school seeks to admit all learners from the
locality/feeder schools
12 The school makes the buildings physically accessible to all
people
13 All new learners are helped to settle in the school
14 The school arranges teaching groups so that all learners are
valued
15 Support for learners for SEN is coordinated
16 Staff are given opportunities to participate in professional
development that will support teaching of learners with
SEN
17 All school policies are inclusive
18 Staff are aware of their responsibilities under current
legislation in relation to the education of learners with SEN
19 Barriers to attendance are minimized
20 Bullying is minimized

Section 3: Evolving Inclusive Practices

Description Agree Disagree Unsure
21 Teaching is planned with the learning of all learners in mind
22 Learners with SEN are actively encouraged to participate in
lessons
23 Learners are actively involved in their own learning
24 Learners learn collaboratively
25 Teachers use a variety of teaching styles-scaffolding,
modeling, peer tutoring, active learning, cooperative group
work
26 Teachers use a variety of alternatives for recording-writing
 tape, drama, use of ICT, discussion and feedback
27 Teachers plan, teach and review in partnership
28 The role of the SNA in the classroom is clearly defined and
known to all
29 All learners, including those with SEN are encouraged to
participate in co-curricular activities and activities outside
the classroom
30 Staff expertise in the area of SEN is fully utilized
 AUDIT OF PROVISION OF LSEN

School:______________________________________________
Date :_______________________________________________

To complete the audit, progress in relation to each statement can be recorded by ticking the box that
best describes the current stage of development of the school. The audit should be completed as a
group exercise by the members of the in-school educational needs support team.

improvedRegularly being reviewed &

Being developed

Established
Under consideration
Quality of School Planning

1 The school’s mission statement reflects an inclusive ethos

2 The school’s admission policy facilitates the admission and participation
of LSENs
3 The school engages actively with relevant primary school personnel
regarding provisions for LSENs
4 The school adopts a whole-school and systematic approach to
identifying, providing for and reviewing the educational requirements of
LSENs
5 The school actively promotes parental involvement and facilitates contact
between parents and teachers
6 The school liaises with relevant external agencies regarding provision
LSENs
7 The school plan includes references to realistic and practical provision for
LSENs
8 The school’s discipline policy/ code of behavior is suitably flexible to take
account of individual differences
9 The school’s homework policy includes reference to LSENs
10 The school’s assessment policy includes reference to LSENs including
reasonable accommodations for certificate examinations

Quality of Professional Development

11 All staff are encouraged and facilitated to participate in appropriate
professional development in special education
12 All staff are fully aware of their roles and responsibilities regarding
LSENs
13 A named teacher has been designated as the teacher with responsibility
for coordinating and liaising with colleagues and other relevant
professionals in relation to LSENs
14 The LSENs have access to certificate and school-based programs which
are appropriate to their needs and interests
15 The LSENs have access to a range of subjects at varying levels
appropriate to their needs and interests
16 Curriculum documents and materials related to provisions for LSENs are
readily available to staff
17 Co-curricular and extracurricular activities that support and enhance
learning are open and accessible to LSENs

Quality of Learning and Teaching

18 There is a direct link between the school plan and the learning and
teaching programs provided for LSENs
19 Assessment outcomes are appropriately shared and used to inform
learning and teaching
20 The school collaboratively creates, implements and reviews educational
plans for LSENs
21 The school offers an appropriate, safe and stimulating environment for
all learners creating a sense of belonging and security
22 All learners are challenged and motivated by teaching and learning
activities that are appropriate by level and pace
23 All teachers use a variety of teaching strategies and methodologies that
take account of the range of learner abilities, needs and interests
24 Modes of assessment and feedback (including homework) are
differentiated by teachers in relation to their ability
25 There are procedures to monitor the actual achievement of LSENs to
ensure it is in keeping with their ability and in accordance with their IEP

Notes: Observations/reflections on any aspect of the above can be recorded below:

 INDIVIDUAL LEARNER’S PROFILE

PART 1

Name: ____________________________Date of Birth:____________________Class:__________

Address:________________________________________________________________________
Level Chairman:________________________________Class Adviser:_______________________

Primary School
Principal:_______________________________________
Resource teacher or Learning Support teacher:________________________________________
Relevant information for transfer:

Record of Assessment
Name of Test Date Chronological Age Administrator Results or
Administered Outcome
1
2
3
(Add additional rows as required)

Interview with Parents

Name of Parents:_____________________________Phone:______________Date of Interview_____
Developmental and educational History:_________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Interview with Learner
Date of Interview:___________________________________________________________________
Interests, hobbies and talents:_________________________________________________________
__________________________________________________________________________________
Language and Communication: Present level of educational performance:
Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________

Literacy: Present level of educational performance (to include analysis of formal and informal
testing and observations)
Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________

Numeracy and Mathematics: Present level of educational performance (to include analysis of
formal and informal testing and observations)
Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________

Motor Coordination: Present level of educational performance

Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________
Learning Style: Present level of educational performance
Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________

Personal and Social Development: Present level of educational performance

Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________

Other areas of the curriculum : Present level of educational performance

(Further headings can be added for recording information related to other aspects of the curriculum)
Strengths:__________________________________________________________________________
Needs:____________________________________________________________________________

Part II
Priority learning needs
1._______________________________________________________________________________
2._______________________________________________________________________________
3._______________________________________________________________________________
4._______________________________________________________________________________
5._______________________________________________________________________________
6._______________________________________________________________________________

Learning strengths, learning style and interests

1._______________________________________________________________________________
2._______________________________________________________________________________
3.________________________________________________________________________________
4.________________________________________________________________________________
5.________________________________________________________________________________
6.________________________________________________________________________________
 INDICATORS OF INCLUSIVE EDUCATION

DIMENSION 1: Establishing Inclusive Values and Principles

1 Staff, learners and parents share a commitment to creating inclusive learning experiences for all
learners
2 Diversity is valued as an enriching aspect of the school environment
3 Teachers create opportunities to build understanding of the interconnections between people
and between communities
4 All school staff take responsibility for success of all learners in the school
5 Staff model the use of and positive and hopeful language
6 All decisions are made in the best interests of learners
7 There are high expectations for all learners
8 Inclusion is viewed as increasing participation in learning and social engagement for all learners
9 School staff identify and work toward reducing barriers to participation and learning
10 Administration and staff work together to establish priority areas for enhancing inclusion at
their school
11 Staff understand the importance of cultural competency and are committed to developing this
capacity
12 Staff demonstrate respect for all human rights
13 The school community counters all forms of racism and discrimination
14 The school community ensures continuity in the education of children and youth in care
15 The school community is committed to gender equality and acceptance of gender variance and
to ensuring that school practices are responsive to the needs of all learners
16 School policies and practices are responsive to families’ differing economic realities
17 School policies and practices support the well-being and safety of all learners and staff

DIMENSION 2: Building Inclusive Learning Environments

1 The school welcomes and takes responsibility for all learners from the neighborhood/local area
2 All staff, learners and their families have a sense of belonging to the school community
3 School staff collaborate with one another
4 All new staff are welcomed and oriented to the school community
5 Staff and learners treat one another with respect
6 Staff and learners have positive and supportive relationships
7 New learners and their families are welcomed and oriented to the school community
8 Learners support each other
9 Learners have opportunities to demonstrate leadership
10 Learners have opportunities to share their experiences and ideas to inform school policies and
practices
11 Learners have opportunities to form relationships with positive role models and mentors
12 Staff, parents and external partners collaborate and communicate in respectful and meaningful
ways
13 Differing viewpoints are valued and considered as resources for increased learning
14 The school building is physically accessible to all people
15 The physical environment of the school is comfortable and welcoming to all
16 Conflict is resolves in respectful ways
17 Learners are actively engaged in their own learning
DIMENSION 3: Providing Supports for Success
1 Differentiated instruction is an integral part of the classroom practice
2 Positive behavior supports are imbedded in classroom and school-wide routines to support
learning and social participation
3 School routines and practices provide a level of structure and consistency that creates a safe,
positive and supportive learning environment for learners and their environments
4 Professional learning activities help staff value and respond to student diversity
5 Teaching staff have regular and structured opportunities to engage in collaborative problem
solving
6 On-going assessment identifies when learners are in nees of additional supports, interventions
and services
7 Teaching staff have access to consultation and support from specialists to help them meet the
diverse needs of all learners
8 School staff and external service providers work together in collaborative and purposeful ways
9 As much as possible, services and interventions support classroom learning
10 Assistive technologies, including communication devices are used to support individual learners
11 Schools receive the academic and cultural support they need to be successful learners and
active members of the school community
12 Learners learning additional language (English, Filipino, other languages-local) receive the
academic and cultural support they need to be successful learners and active members of the
school community
13 Support and intervention are in place to reduce barriers to attendance
14 Supports and interventions are in place to reduce problem behaviours including bullying
15 Supports and interventions are in place to reduce or eliminate suspensions and expulsions
16 Supports are in place to ensure that learners are well-prepared for successful transitions from
one learning setting to another

DIMENSION 4: Organizing Learning and Instruction

1 School and classroom schedules are flexible and responsive to learners’ learning needs and
preferences
2 Instructional planning addresses the learning needs of all learners in the classroom
3 Teachers have opportunities to collaborate with one another in planning and teaching
4 Teachers know their learners’ individual strengths, needs, interests and learning preferences and
use this information to enrich instructional planning
5 Learners have on-going opportunities to discuss and explore their interests, concerns and
passions
6 Learning experiences are designed to tap into the strengths and interests of all learners
7 Learners have opportunities to learn from one another
8 When organizing groupings of learners, the learning and emotional needs of individuals are
considered
9 Activating and or building background knowledge is an integral part of every learning experience
10 Teachers provide multiple ways for learners to access new information and concepts
11 Teachers provide explicit strategy instruction so that learners develop a personal repertoire of
learning strategies
12 Learners have access to diverse range of learning resources at varying reading levels and in
varied formats
13 Learners have opportunities to interact with a variety og peers and benefit from multiple
perspectives
14 Learners have opportunities to learn collaboratively through cooperative learning and peer
interaction
15 Educational technologies are used in meaningful ways to engage and support learning
16 Learners receive on-going descriptive feedback to inform their learning
17 Learners demonstrate their learning and growth in multiple ways
18 Classroom assessment contributes to the engagement and success of all learners
19 Educational assistants support the learning and participation of all learners
20 All learners have opportunities (and support, if required) to participate in co-and extra-curricular
activities

DIMENSION 5: Engaging with Parents and the Community

1 Staff and parents collaborate to support learners success
2 Parent engagement is encouraged and valued by school staff
3 Parents have opportunities to dialogue with school leaders and inform school decision making
4 Learners demonstrate pride in their communities and cultures
5 Teachers plan for learning experiences that reflect the characteristics, qualities and concerns of
the local community
6 School staff are aware of and have access to community supports and resources
7 Information about the school community is accessible through a variety of channels, including
social media
8 There are meaningful opportunities for community involvement in the school
9 Community members are invited to the school/classroom to share knowledge, experience and
talents

Priority Identification Guide

The Purpose of the Identification Guide is to identify areas of strengths for the jurisdiction/school as
well as an indicator for the jurisdiction/school to adopt as its area of focus over the school year.
The following tool demonstrates how a team discussion exercise can be used to identify priority
areas in which to focus improvement activities related to inclusion at a particular jurisdiction or
school. It is assumed that before using this tool, school leaders have reviewed indicators in each of
the five dimensions and identified one dimension as a starting point.
This example is built around Dimension 3_Providing Supports to Success. This dimension includes the
following indicators of inclusion: