Why are these connections important? SEN child
Schools must take an active role in promoting the idea of social inclusion to develop happiness, self-esteem, self-confidence and improve mental health.
- Experience a successful adjustment into mainstream school 1 ;
- Develop social skills and social competence 2 ;
- Experience ongoing participation in peer groups 3 ;
- Develop higher levels of personal and social responsibility 4 ;
- Experience improved academic performance 5
Why are these connections important? SEN adult
Early social acceptance and accompanying social engagement with the peer group in school appears to be a facilitator of social skills and competence.
In adulthood this leads to:
- Long-term social adjustment 6 ;
- A greater contribution to society and be employed 7 ;
- An ability to overcome social exclusion when they do experience it 8 ;
- A reduced likelihood of living in poverty, being unemployed, and/or having poor access to healthcare 9 ;
Why are these connections important? Non-SEN child
The benefits of social and psychological inclusion also extends to students without additional learning needs.
- Decreases negative attitudes, stereotypes, stigma and discrimination against people with intellectual and developmental disabilities 10 ;
- Increases the leadership skills and abilities of students who are actively engaged in inclusive activities 11 ;
- Facilitates successful adjustment to school 12
Valued recognition
Conferring on students with individual learning differences and the group(s) to which they belong the recognition and respect they deserve.
This action includes:
Not equating individual learning differences with defects or pathology;
Understanding that individual learning differences are only one of many characteristics of an individual and not their full identity;
Accepting all students for who they are with all their gifts and challenges;
Supporting students with individual learning differences to not just be IN their school community but OF their school community.
Getting started
School leadership, teachers, specialists and parents need to work together to support students with individual learning differences to experience a sense of inclusion and belonging.
Believe that an environment of inclusion and belonging is possible;
Understand that key role players have to work together to develop an atmosphere of mutual understanding, respect and positive social interaction;
When drawing up an ILP/IEP, make social inclusion one of the outcomes for the learner with individual learning differences, for example: play groups, after-school activities;
Get the support of school leadership – moving school culture towards diversity, inclusion and belonging, benefits all students;
Identify areas of interest for each student with individual learning needs, and introduce them to other students with the same interests;
Provide opportunities for students to make their own choices to determine for themselves what they want to do and who they want to befriend;
Identify the strengths, gifts and capacities of students – share these with peers as they have the potential to change peer attitudes and enhance inclusion;
Identify a champion and/or bridgebuilder
