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5 Questions with our employee spotlight -Sanamjit Kaur

Sanamjit Kaur | Deputy Head of DIS

Sanam is currently the Deputy Head of Dynamics International School and concurrently is also the Head of Department (HOD) for Educational Therapy. Sanam graduated from James Cook University, Australia (Singapore Campus) with her Bachelor of Psychology. Upon graduation, Sanam practiced as an Educational therapist working within the Paediatric setting. During her experience, she has worked with children with Autism, ADHD, Specific Learning Disabilities and Intellectual disabilities.

Sanam has been practicing as an Educational therapist for over 7 years now. Through her working experience, she has acquired the relevant training in providing support to children, adolescents and young adults with cognitive and academic challenges. As part of her professional development, Sanam has attended trainings on DIR floortime, behavioural management and Dyslexia and Dyscalculia teaching practices. She recently pursued her Post Graduate Certificate in Education (PGCE) from the University of Nottingham, and is currently pursuing her Master of Special and Inclusive Education.

Sanam has taken a keen interest in working with individuals with special needs. She strongly believes in the importance of creating a supportive and dynamic environment for every child.

  1. What does inclusive education mean to you?
    In my opinion, inclusive education resembles all children regardless of any challenges they may have, given equal opportunities to education. My vision for inclusive education involves children from mainstream and special education classrooms integrating together. Successful inclusion happens primarily through acceptance, understanding and attending to student differences and diversity. I believe that the driving principle is to make all students feel welcomed, and supposed in their efforts.

    Dynamics International School is proud to be one of the few international schools that have embedded inclusive education into the school’s values, vision and mission. We are now welcoming students for our mainstream division and look forward to providing all students with an invigorating experience.

  2. How important is social emotional learning in a school?
    Socio-Emotional learning (SEL) refers to skills that are a fundamental part of education and human development, focusing on the inner well-being of the child. The soft skills learnt and acquired through SEL are integral to the personal and social development of a child. Effective social and emotional development, reaps crucial benefits for students that include greater academic success, fewer behavioural issues, enhanced physical and emotional well-being and an improvement in peer and family relationships.

    At Dynamics International School, we believe in placing an emphasis on socio-emotional learning for our students. In a school that welcomes all students from different walks of life and diverse needs, it is crucial that SEL be embedded in our curriculum. SEL will be taught through periods of citizenship and character education and integrated into everyday teaching practices to establish a supportive and positive classroom climate.
  3. How do you think that the exposure from inclusive education shape the values, attitudes and actions of a child?
    I believe that inclusive education values diversity and all the unique contributions a student brings with them to the school. In an inclusive learning environment, students feel safe and have a sense of belonging. This exposure also fosters better quality education for all students and encourages more core values like respect, patience and acceptance. Respect and understanding grows, when students of diverse abilities and backgrounds interact, socialize and learn together.

    Dynamics International School focuses on fostering positive relationships between peers. Students at DIS are provided with opportunities to engage, interact and socialize with one another. This shapes the values, attitudes and actions of a child by teaching them to appreciate and respect diversity and equality.

  4. What are some ways that Special Education teachers and Mainstream teachers can work together effectively?
    It is extremely important that special education and mainstream teachers work together collaboratively. This allows teachers to share goals, decisions, classroom instructions, responsibilities, assessments, problem solving and classroom management. One of the key elements for teachers to work together is to have effective collaboration. This involves teachers dedicating time, support and resources to their daily teaching. At Dynamics International School, our teachers work collaboratively to set appropriate goals, discuss progress and work towards a common goal that focuses on the acceleration of our students.

  5. In your opinion, what are some advantages of inclusive education for children in mainstream classes?
    In my opinion, I believe that inclusive education in itself reaps many benefits for students. Not only does it benefit students with special educational needs, but is also advantageous for our typically developing students. Firstly, through the exposure of inclusive education, students learn to respect one another for their differences and diversity. This model also creates a space for interaction and a chance for everyone to be role models. It also prepares students for life after school, in an inclusive society. Not only does this build acceptance, but also creates a sense of belonging for all students. The overall benefits of inclusive education on students in mainstream classes are focused on its entirety on building overall social and emotional growth.