Moses cot Schools special educational needs sector

MOSES COT SCHOOLS is a fully inclusive school in Nigeria and takes into consideration the individual needs of all pupils; children with specific learning disabilities such as dyslexia, dyscalculia, dyspraxia, children who are Gifted and Talented, children who speak English as their second language, children who have issues with their behaviour and children with social and emotional needs.
MOSES COT SCHOOLS also has provision for children with Autistic Spectrum Disorder.

At MOSES COT SCHOOLS we adopt the following principles regarding successful inclusive education.

  •  To ensure all pupils are offered full access to a broad, balanced and relevant curriculum.
  •   All pupils will be given the opportunity to reach their full potential educationally, emotionally and physically.
  •   All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils, is a whole school responsibility.
  •   Pupil's Special Educational Needs will normally be met in the mainstream classroom.
  •   Pupils' views should be sought and taken into account.
  •   Parents/carers have a vital role to play in supporting their child's education and therefore good home/school links are established.

Children who are seen to have Special Educational Needs are monitored carefully and are given appropriate interventions according to their specific needs.

MOSES COT SCHOOLS is a resourced school in Nigeria, focusing on delivering a specific educational programme for children identified with Autistic Spectrum Condition (ASC).
These children are part of their class and additional curriculum activities specific to the child’s needs are offered by a specialist team. Children work 1:1, in small groups and whole class. They are able to access the national curriculum whilst their Individual Education Plan (IEP) addresses their specific areas of differences.

We believe:
All children have the right to access the same opportunities as their peers and benefit from the modelling that takes place in a mainstream setting.

What we do:
We aim to include children appropriately according to their level of need. We adopt all three types of inclusion across the school day where applicable:

  • Locational- those children with ASD are educated within regular classes with their typically developing peers.
  •   Social inclusion - that children are included in the social aspects of the School day e.g. playtimes, assemblies and the dining area. Supported children also play alongside their classmates in the soft playroom and during co-operative games.

Functional inclusion - that supported children will work with their peers in their classes and be involved in the activities set out for the class.

  •   We provide staff that is well trained to meet the exceptional needs of these children.
  •   We provide structure to support the children with organising and making sense of their day. Clear structures reduce anxiety when the world can seem very confusing and unpredictable.
  •   We provide a variety of learning environments to address their very specific learning needs.
  •   We specifically focus on the idea that:
  • Developing your child’s functional and spontaneous communication is the highest priority.
  •  Learning at school and home works best when it is developmentally appropriate, meaningful, and purposeful.
  •  The people around the child and the environment have a significant impact on the child’s communication and learning.
  •  Learning and relationship building takes place best in natural routines at home, at school and in the community.
  •  All behaviour should be seen as having a purpose.  We need to try to work out the reason for the behaviour and support him or her to develop more appropriate behaviour for that purpose.
  •   We use a variety of interventions to support our children; Colourful Semantics, Intensive Interaction, Attention Autism, Music Interaction, Sensory Integration, Life Skills and Lego Therapy. We have developed a specific curriculum that is underpinned by these approaches.