Inclusion and Support for Learning
At ISB, we take immense pride in our commitment to fostering an inclusive environment where every member of our diverse community excels. Our inclusive approach embraces students with additional learning needs, our most able learners, those for whom English is an additional language, and individuals from a rich tapestry of cultural and ethnic backgrounds. We hold high aspirations for all our students and set ambitious targets to ensure their growth and success.
Key contacts
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Head of Inclusion across ISB: Mrs. Suzie Rush
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Head of Learning Support in Secondary: Mrs. G Chave
Spotlight on Inclusion: Executive Function
WHAT DOES EXECUTIVE FUNCTION EVEN MEAN?
We’ve all heard the term ‘Executive Function’, what does it actually mean though?
It refers to a set of skills that we develop and use to be successful in day-to-day activities; essentially, the skills we need in order to function. Think of Executive Function as our brain’s management/ operations system, enabling us to think ahead, focus on completing tasks and managing our time. Executive Functions include; impulse control, emotional control, planning/ prioritising, flexibility, working memory, self-monitoring, task initiation and organisation.
These skills involve working memory; the ability to hold information in our minds, and to successfully access and use it. Also, our inhibitory control; our ability to master thoughts (what to share and what not) and impulses, this includes being able to resist temptations, distractions, and habits, as well as the ability to pause and think before acting. Also, our cognitive flexibility; the capacity to switch our focus, use knowledge and skills, and adjust to changing demands, priorities, or perspectives.
SO, WHY IS IMPORTANT FOR PARENTS & CARERS
TO BE AWARE OF EXECUTIVE FUNCTION?
For those of us who are still developing particular skills and those of us who have an impairment affecting an area of Executive Functioning, we may appear to be disorganised, dis-engaged, lacking in effort or motivation. As parents and carers, it is vital that we have a solid understanding of what Executive Function means so that we can consider these skills when raising our children and in order to support by helping the areas that are in need of being developed.
Using the knowledge gain about Executive Function, we are able to support the less developed skills and plan to support in improving these through modelling and by planning opportunities at home for them to practice.
ROUTINES
Ensure these are predictable, sharing timetables (stick them on the fridge, have them visible) and share plans for the weekend/ schedules. Model checking these and ticking off completed items. Keep mealtimes, morning and evening routines as similar as possible, keep consistent with the order of tasks.
Changes
Give children a warning of changes to regular routines or plans, this allows time to ask questions, prepare and be ready for an adapted day.
Visuals
Chunk Tasks
Give information in chunks – this will help to reduce the need for using memory and reduce the cognitive load – jots things onto a post-it, ask for one thing/ job at a time! I think we can all relate to our children disappearing off having been tasked with an instruction, to only appear back later having forgotten or gotten off task!
Use visuals – use colour, patterns, highlighters, images/ cartoons to support verbal and written information (this will help it stick in the mind) – look out for a blog coming soon which will be all about visuals…
Time
Time – allow time for your child to process information and then for them to formulate their response. (This can be especially important after a long day at school!)
Give a time-frame for task completion, key times to take note of,
e.g. “we’re going to the mall in 15 minutes, you need your sun hat.’ Repeat instructions and key information, try to use the same language.
Use time to give your child a challenge, if they will respond well to this approach, this can support with holding focus and attention,
e.g. “you have 10 minutes to shower and get your reading book ready.”
An awareness of Executive Function is key in understanding our children and young people, ultimately helping us in knowing where they need support, guidance and development. It is hugely important to remember that every child and young person are on their own unique journey. We must remember that celebration of their efforts and (even small) achievements is also required in order to create and maintain positive self-esteem.
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Thank you for taking the time to read this blog … please reach out if you have any questions.
Where to find more information:
Library
Our library has a range of hard texts and online resources to support a range of readers, interests and needs.
Our library actively supports reading through the school, curriculum and other skills such as research from Y7 to research essays at IB.
Supporting your child with reading
Reading is critical for every student to be able to access the curriculum now and for future life and employment. Literacy and reading skills are built upon from Primary school through a clear 'mastery' programme and other means to encourage a love for reading.