Learning Diversity Team
At Discovery College, we recognise that all students are individuals with differing intellectual and physical abilities and social and emotional needs. We are sensitive to our students’ needs and provide additional support for those learners whose needs are not being fully met for reasons of language, physical disability, social or emotional needs and/or academic ability. These learners are identified as having Individual Needs (IN). IN is used as an umbrella term to recognise students with:
Bilingual and/or Multilingual Language Needs (BML)
Enrichment or Gifted and Talented
At Discovery College the Learning Diversity team works in collaboration with the student counsellors and teachers to support student social and emotional development.
As an authorised IB school we embrace inclusive practices where developing the learning of all students is the shared responsibility of the classroom teacher and specialist support teachers. The Learning Diversity (LD) teachers and LD Educational Assistants (EAs) work in collaboration with the classroom teachers and specialist teachers to develop our students’ learning in all areas. We are committed to taking account of our students’ individual differences and to cater to their needs within mainstream classes through an inclusive teaching and learning approach. This includes, but is not limited to, the use of strategies such as guided small group work, co-teaching, parallel teaching, front-loading and re-teaching. In some cases, short-term one-to-one support may be provided. In exceptional cases, when students would benefit from more intensive learning support, individuals may be withdrawn from class to participate in flexible personalised, targeted learning support programmes. All work undertaken also involves promoting Visible Wellbeing and the building of positive self-esteem in those students receiving support through the SEARCH framework.
Our Learning Diversity provision is aligned with the requirements of the English Schools Foundation (ESF) Inclusion Policy. It reflects international best practice in codes of practice for students with diverse learning needs and takes into account UNESCO’s 1994 Salamanca Statement (1994). It also reflects the International Baccalaureate Organisation (IBO) stance on learning diversity in the classroom.