At Apeejay Schools, inclusivity is at the heart of our educational philosophy. Access to education for differently abled students refers to the means by which school policy, process, and practice will ensure that students have equitable opportunities to benefit from their educational experiences with a holistic approach. It is a critical component to achieve inclusion in our schools.

The commitment to being an inclusive school is both a passion and a focus for every member in the organization, stemming from the Chairman, the CEO, through the Principals, to the teaching and non-teaching staff. It is a cohesive part of developing empathy through diversity.

Vision of Inclusion

Our vision is to cultivate a school community where diversity is celebrated, and every individual feels valued, respected, and empowered to reach their full potential. We aspire to create an inclusive environment that embraces differences in culture, background, abilities, and perspectives, fostering a sense of belonging for all students, staff, and families. Together, we strive to create a welcoming and supportive learning community where diversity is not only accepted but also celebrated as a strength.

Mission of Inclusion

Through equitable access to quality education, personalized support, and meaningful engagement, we aim to inspire empathy, promote understanding, and prepare our students to thrive in a global society. Our commitment to inclusion extends beyond the classroom, encompassing policies, practices, and partnerships that promote equity, access, and excellence in every aspect of school life.

Our Commitments

• Schools are committed to the inclusion of differently abled students. The specially designed practices and guidelines explain how the school will fulfil its commitment to inclusive education. It will provide clear and consistent information about the procedures to be followed and expected practice and provisions.
• We examine our curriculum and teaching practices when necessary to ensure that we are effective in reaching every student. Our teachers assess progress regularly and work along with the inclusion team to enable each and every child to achieve at their best.
• Schools specially focus on co-curricular activities which lead to improved academic performance, multicultural awareness, cognitive development, psychological well-being, and leadership development. The school establishes a clear and consistent approach to ensuring full or maximum participation of differently abled students in all co-curricular activities, promoting their holistic development.
• Schools are equipped with trained special education teachers, counsellors, and teaching learning aids to understand and support the diverse needs of students.
• Inclusive education training and professional development are designed and delivered with inputs from diverse stakeholders to give a stronger sense of reality to teachers’ learning experiences.
• Implement co-teaching models where special education teachers and general education teachers work together to support students in both the resource room and mainstream classrooms.
• We ensure training programs for our teachers to recognize and to understand the range of needs and diverse learning styles among our students to build and sustain an inclusive classroom.

Inclusion Policies & Practices

Creating a barrier-free, accessible infrastructure and environment in school is crucial for ensuring that all students, regardless of their abilities, can fully participate in scholastic and co-scholastic activities and feel included in the school community. To support this, the school has the infrastructure and other resources below:

• Resource Room: A specialized space within a school designed to provide additional support and accommodations to students with various learning needs. It serves as a dedicated environment where students can receive individualized instruction, access specialized resources, and benefit from tailored interventions.
• Sensory Room: A specially designed space that provides a range of sensory experiences to help individuals with sensory processing issues or other developmental disabilities. In an inclusive setup, the primary purpose of a sensory room is to create a safe and calming environment where individuals can regulate their sensory input and develop coping strategies.
• Inclusion Support Team: The school has a team of members named the ‘Inclusion Support Team’:
  • Principal
  • Head/leader for differently abled students
  • Nominated mainstream support teacher
  • Nominated inclusion champions (Wellness Warriors)
• Special Educators:
  • A team comprising special educators and counsellors are there in the admission process for entry-level screening/identifying.
  • We affirm the uniqueness of each individual. We honour the uniqueness of each individual and embrace diverse backgrounds, values, and points of view to build a strong, inclusive community and prepare students for lives in a multicultural society.
  • We prepare Individualized Education Plans (IEPs), provide equal access, and enable all students to thrive academically, physically, socially, culturally, and emotionally. We examine our curriculum and teaching practices as necessary to ensure that we are effective in reaching every student.
  • We screen, intervene, and execute individualized/tailored academic plans in collaboration with parents and teachers.
  • We guide referral therapy services for differently abled students to channel their potential towards independent work ability.
  • We guide parents in advocating for their children’s rights to access equitable education in the common learning environment, for their rights/benefits/exemptions as per the CBSE guidelines and as per other laws in the state/country.
  • Evaluation process followed by parent-teacher meetings are conducted on a regular basis. A qualitative progress report is served to parents to know the progress and concerns regarding their children.
• School Counsellors: School counselling is a professional service offered in the school for students and their families. School counsellors receive training about psychological concerns that commonly manifest in children and adolescents. Counselling is designed to facilitate student achievement, improve student behaviour, and help students develop socially and emotionally. They foster a school culture that promotes respect, inclusion, and kindness.
  • Provide individual and group counselling to help students manage emotions, cope with stress, and navigate personal challenges.
  • Counsellors help students with special needs and may oversee programs that address requirements for students.
  • Providing academic, career, and emotional guidance.
  • Advocate for students’ well-being and ensure their needs are met within the school environment.
  • Understanding students’ perspectives and building empathy enables counsellors to communicate more effectively, addressing their needs and concerns appropriately.
  • Consult on student issues, offering strategies and interventions to help students succeed.
  • Facilitate peer support groups or mentoring programs where students can discuss their experiences and support each other.

Overview

As inclusive schools, Apeejay Schools have developed the Support for Learning model, which is highly responsive to the needs of all learners. This includes student engagement, those in need of learning support or behavioural support; those who have educational support needs developing from diagnosed difficulties or any psychological issues; those who require extension and enrichment.

As a school, we strongly believe that developing an inclusive environment is the responsibility of every member of the school. Our commitment is to provide every student with an equal opportunity to participate and thrive in scholastic and co-scholastic programmes.

We believe in the importance of a strong support system. Our schools actively involve families and caregivers in the educational process, creating a collaborative environment that enhances student learning and development.

Embracing Diversity, Empowering Minds

Central to our philosophy of inclusive education is the firm belief that every child deserves equitable access to education and support. Within our Inclusive Education Department, we’ve cultivated a culture dedicated to providing individualized support for differently abled students within an inclusive and integrated setting.

Our comprehensive approach includes:

• Remedial classes to bridge learning gaps and enhance academic skills
• Counselling sessions to address emotional and psychological needs
• Classroom observation by special educators and counsellors to inform instruction and support
• Differentiated instruction to cater to diverse learning styles
• Multi-sensory approaches to engage students and promote understanding
• Fine motor activities, such as art, craft, and play, to develop dexterity and coordination
• Gross motor activities, like sports, games, and movement therapy, to enhance physical skills and teamwork
• Regular Parent-Teacher Meetings (PTMs) to ensure collaborative progress monitoring
• Interactive sessions with parents to keep them informed and involved
• Suggestive therapies, such as speech, occupational, and physical therapy, when needed
• Inclusive participation in various activities, like sports, cultural events, and clubs, to foster socialization and belonging
• Feedback from teachers on teaching methodology and understanding CWSN students’ needs

A Collaborative Journey Towards Excellence

Inclusive education is a collaborative endeavour, requiring concerted efforts from educators, parents, and experts. Our Special Education Department works hand-in-hand with mainstream teachers to craft Individualized Education Plans (IEPs) tailored to each child’s specific needs and aspirations.

Empathy, Awareness, and Advocacy

Creating an inclusive environment demands more than structural adjustments; it necessitates cultivating empathy, disseminating awareness, and advocating for inclusivity. We conduct sensitization programs, workshops, and awareness campaigns to foster understanding and acceptance among students, teachers, and parents.

Future Endeavours

• Behavioural Therapy to manage challenging behaviours
• Occupational Therapy to develop essential skills
• Cognitive Behavioural Therapy for emotional regulation and coping mechanisms
• Social Skills Therapy to enhance interpersonal skills
• Applied Behaviour Therapy for personalized growth and development