The IncludeMe Difference-
Our approach is Ecological
The students’ needs and the programmes, interventions and support provided must be understood and shaped within the context of the students’ current learning environments.
The Ecological view is that:
The student and their learning environment relate to and define each other;
Learning is an ongoing, interactive and contextualised process;
Learning behaviour should be considered in the larger cultural context in order to properly understand the assessment.
Ecological Approach and Models of Assessment:
Using an ecological approach to the assessments means the student's learning and behaviour is assessed within the normal routines, interactions and practices of their classroom and school/kura. This complements the other assessments provided to ensure sustainable interventions.
No one Test is good enough, they need to complement one another and be considered in context.
The Ecological Approach and Planning for Supports and Interventions:
Evidence-based information about ecological approaches/models suggests that there is much benefit when this approach is proficiently and efficiently used (Mohsin, 2011; Thomson, 2004; Ysseldyke & Christensen, 1993)
It is the approach that works.
So what does IncludeMe do to ensure an Ecological Framework of Intervention and Support? Lots. Some of which are:
We offer ecological assessment summaries - these consolidate all your information you have and fill in the gaps that we see.
We provide testing to fill gaps , if relevant.
We observe your child’s learning context, good and bad.
We then analyse and evaluate the data , within a context, prioritising a shared understanding between home and school.
We plan for supports which are a fit for your child’s context, based on this information gathered.
We review, support and sustain your child’s success, their personalised vision of what excellent looks like.
We package this approach into bundles of service to ensure that you are able to access a personalised, dedicated service that is sustainable.
References
Brown, D., Thomson, C., Anderson, A., Moore, D. W., Walker, J., Glynn, T., ... & Ysseldyke, J. (2000). Resource teachers learning and behaviour: An ecological approach to special education. Australasian Journal of Special Education, 24(1), 5-20.Sebestian, S. (2013). Exploring the Ecological Approach Used by RTLBs in Interventions for Students with Learning and Behaviour Needs. Kairaranga, 14(1), 56-61.