Tamara Lawrence
1 Table of Contents School Profile ……………………………………………………………….. 2 History …………………………………………………………………. 2 Mission Statement …………………………………………………………… 2-3 Vision Statement ……………………………………………………………. 3 Positive Behavioural Purpose Statement ……………………………………… 3 School Philosophy …………………………………………………………….. 3 Principals Message ……………………………………………………………. 4 School Rules and Sanctions …………………………………………………… 5-6 Dailey routine ……………………………………………………………. 6 Curriculum and Programmes ………………………………………………… 6-7 Support and Therapy Services ……………………………………………….. 8 Behaviour and Safety Policy…………………………………………………. 8 Health, Hygiene & Toileting ………………………………………………… 8-9 Student Grooming Guidelines ……………………………………………….. 9-11 Technology Use and Communication Tools ………………………………… 11 Transportation ……………………………………………………………… 11-12 Parent/ Family Involvement ………………………………………………. 12 Tips for parents of SWID …………………………………………………… 12 Parent dress code policy ……………………………………………………… 13 School Contanct Information ………………………………………………… 14 Uniforms ……………………………………………………………………… 15-17 Handbook Agreement ………………………………………………………… 18
2 School Profile The Edgehill School of Special Education is situated in the beautiful parish of St Ann, Jamaica. We are a cluster of schools with the main school located in St. Ann’s Bay on Edgehill Road. The school operates three satellites: Port Maria, Ocho Rios (housed at the Ocho Rios High School), and Brown’s Town (housed at St. Christopher’s School for the Deaf). The main school is located approximately 11 km east of the resort town of Ocho Rios. This special school is nestled beneath lush greenery atop a hill that overlooks the Caribbean Sea. The school caters to students between the ages of 6 and 21 years with Intellectual and Developmental Disabilities at moderate to severe levels. These disabilities include Downs Syndrome, Autism, Global Developmental Disorder, among others. We aim to equip students with social and life skills to enable them to become contributing citizens and function independently or as close to independently as possible. History The School of Hope was founded in 1956 and is the largest and oldest institution of its kind in Jamaica; the Edgehill School of Special Education was one of thirty (30) branches of the School of Hope, which provides educational services for mentally challenged children aged 6-21 years of age. The Edgehill School of Special Education is a joint venture between the Ministry of Education and The Jamaica Association on Intellectual Disabilities (JAID) (formally The Jamaica Association on Mental Retardation. Mr. and Mrs. Edmond, an English couple, while on a contract in Jamaica, gave birth to a child with Down syndrome. In 1975, Nancy Edmond, the young mother, made contact with the Association on Mental Retardation and requested to set up service for children with Special Needs in the parish of St Ann. The school started with five students in 1976 and began in a house at Buckfield, Ocho Rios, then moved to the United Church Hall. The Edgehill School of Special Education (formerly Sunshine School of Hope) had a nomadic existence as it kept moving from place to place. It was locked out of the Church Hall in 1982, as reported in the Star (Local Paper) on the 16th of April 1982. It was then moved to other locations such as the family planning clinic complex in St Ann’s Bay, then to an industrial Trade Centre opposite the Marcus Garvey Technical High School. It was in 1980 that the Rotary Club of Ocho Rios, headed by Mr. Livingston Green and the notable Rotarians, took the School as a project. Collective and sustained advocacy resulted in a site of approximately four (4) acres of land donated by the Government on the compound of Marcus Garvey Secondary School ( Now Marcus Garvey Technical High School) on which the school was built. Ground was broken in 1995. The new school was officially handed over on November 27, 1997 Mission Statement To provide the appropriate educational learning experience to each child with intellectual disabilities through programmes that will enhance their social, emotional and academic capacities, so that they can maximize their potential with highly motivated staff, dedicated parents and a network of resource persons
3 and other stake holder, in a significantly inspiring environment that promote equity and efficiency, so that they can become responsible citizens and participate in the life of the community . Vision Statement To be recognized as the premier special education institution in the Caribbean that provides for the education and training requirements of children and youth with intellectual disabilities. School’s motto: Learning for Life School’s Mantra: “YES WE CAN” Positive Behavioural Purpose Statement: At the Edgehill School of Special Education, we are rising stars; we are smart, talented, able, respectful and soaring to higher heights. Core Value: S.T.A.R.S. S–Smart T–Talented A–Able R–Respectful S–Soaring School Philosophy We believe every child can learn and succeed in their own way. Our philosophy includes: • Individualized instruction • Visual, sensory, and hands-on learning • Predictable routines with flexibility for student needs • Strong partnerships with families
4 THE PRINCIPAL’S MESSAGE Welcome to the Edgehill School Community Dear Parents and Guardians, It is with great pleasure that I welcome you and your children to our school family. Thank you for placing your trust in us and allowing us the privilege of sharing in the education, growth, and development of your children with special needs. We are committed to providing a safe, nurturing, and supportive environment where every child is valued, respected, and encouraged to reach their fullest potential. Our team of qualified and dedicated staff works closely with each student to provide meaningful learning experiences that promote skill-building, independence, creativity, confidence, and learning for life. We recognize that education extends beyond the classroom. Therefore, we place great importance on nurturing essential self-help and life skills that will enable our students to become as independent and confident as possible. Through engaging activities and individualized support, we also encourage creativity and provide opportunities for every child to discover and develop their unique abilities and talents. Parents and families are an important part of our school community. We believe that the partnership between home and school is essential to each child's success. Your involvement, encouragement, communication, and support will help us work together to create the best possible opportunities for your child. Together, let us build a caring community where every child can learn, grow, create, develop important life skills, and experience the joy of achievement. Thank you once again for choosing and trusting our school. We look forward to working alongside you as we nurture the potential within every child. Warm regards, Principal Tabitha Chambers
5 SCHOOL RULES AND SANCTIONS Rules Sanctions For Breaking Rules Fights: Students must not engage in fighting, physical aggression, or threatening behaviour on school premises or during school activities. Warning and counselling for minor incidents. Parent/guardian contacted. Suspension or other disciplinary action for serious or repeated offences. Weapons: Students must not bring, possess, use, or threaten others with weapons or dangerous objects on school premises. Immediate confiscation and notification of parent/guardian. Suspension or expulsion may apply. Serious cases may be referred to the relevant authorities. Uniform: Students must wear the prescribed school uniform correctly, cleanly, and appropriately at all times. Warning and correction of the uniform. Parent/guardian notification for repeated violations. Detention or other appropriate disciplinary action may follow Grooming: Students must maintain appropriate personal hygiene and comply with the school's standards for hair, nails, and general appearance. Reminder and opportunity to correct the violation. Parent/guardian may be contacted for repeated violations, followed by appropriate disciplinary action. Punctuality: Students must arrive at school and attend classes on time. Verbal warning and recording of lateness. Counselling and parent/guardian notification for repeated lateness. Detention or other appropriate action may be taken. Stealing: Students must not steal, take, conceal, or use another person's property without permission. Investigation and return/restitution of property. Parent/guardian contacted. Suspension or other serious disciplinary action may be imposed. Accidents: Students must immediately report accidents, injuries, hazards, or unsafe situations to a teacher or authorized staff member Genuine accidents should not result in punishment. Deliberately failing to report an incident or acting recklessly may result in counselling or disciplinary action. Rules Sanctions For Breaking Rules Destruction of Property: Students must not deliberately damage school property or the property of students, teachers, or other persons. Student may be required to repair or replace damaged property. Parent/guardian contacted. Suspension or other disciplinary action may apply. Visitors: Visitors must report to the designated office/reception area, identify themselves, and receive permission before entering student areas. Students or parents should not bring unauthorized visitors onto school premises. Unauthorized visitors may be removed. Student receives a warning and parent/guardian notification. Repeated or serious violations may result in further disciplinary action. Littering: Students must place all rubbish in designated bins and help maintain a clean school environment. Student may be required to clean the affected area. Warning for a first offence and school/community service or other disciplinary action for repeated offences. Removal Of Students During Sessions: Students must not leave classes or the school compound during sessions without permission from an authorized staff member. Parents/guardians must follow the school's authorized sign-out procedure. Student returned to class or a supervised area. Warning and parent/guardian notification. Repeated unauthorized leaving or removal may result in disciplinary action.
6 Use of Cell Phones and Digital Devices: Students may use telephones/mobile phones during school hours only with permission and for approved purposes. Phones should not be used during lessons unless authorized for educational purposes. Warning and/or temporary confiscation according to school policy. Parent/guardian notification for repeated misuse. More serious action may apply for bullying, cheating, unauthorized recording, or other misconduct. Administering Medication: Students must not administer medication to themselves or other students. Medication must be handled according to the school's approved medical procedures. Medication secured and appropriate staff notified. Parent/guardian contacted. Counselling or disciplinary action may apply where medication is deliberately distributed or administered without authorization. Prolonged absence: It is the duty of parents to inform the school of reasons for prolonged absence. Absence due to medical issues require documentation from the students physician. Parents who refuse to inform school of reason for absence may face deregistration for periods amounting to more than 30 consecutive days. These absences will be reported to the relevant entities for intervention. Daily Routine (Visual & Structured) Multi-grade classes benefit from consistency. Picture schedules, timers, and calming transitions are used daily. Time Activity 8.00 am – 8:20 am Arrival, Sensory Settling / Breakfast 8.20am - 8.50am Devotion , Morning Circle: Calendar, Weather, Social Skills 8.50am – 10: 20 Literacy & Communication (individual/group work) 10.20am- 10.35am Snack Break & Movement 10.35am- 11:05am Numeracy / Functional Math 11:05am -11.35am- Life Skills / Self-Care Practice 11.35am – 12:20am Lunch & Break 12:20pm - 1:24 pm IIP/ Vocational Skills / Creative Expression 1:24 pm – 2:15 pm Story Time / Review / Quiet Time 2:15 pm – 2:30pm Dismissal Preparation Note: Activities are modified per developmental levels and sensory needs. Curriculum and Programmes Our adapted curriculum focuses on: • Functional Academics (reading, basic math, money management, time management) • Social & Emotional Skills (adhering to societal norms, turn-taking, requesting, self-expression, etc.) • Sensory Integration & Movement Breaks • Life Skills (grooming and hygiene, meal prep, managing the household) • Vocational Skills (gardening/ farming, sewing, meal preparation, carpentry, time management, etc. for ages 14+) • Art, Music & Dance Therapy
7 • Communication Skills (Augmentative and Alternative Communication; PECS picture exchange system, Sign Language) • Handcraft • Weaving • Community Service • Work experience immersion Students are also exposed to extra and co-curricular activities as part of their holistic development. These include work experience; students are supported during on-the-job training for 4 weeks each school year within the community, as well as sheltered placements on the school grounds for students needing additional support. Students are enrolled and participate in several extracurricular activities in all units. These mainly include the Healthy Lifestyle, 4-H, and Culture Clubs, with the school being awarded medals from both 4-H and JCDC competitions. IIPs and Progress Tracking Each student has an Individualized Intervention Plan (IIP) with goals in: • Communication • Cognitive development • Social behaviour • Physical / motor skills • Independence Progress is tracked through: • Portfolios • Checklists • Teacher observation • Quarterly reviews Transition Planning Students 14 years and above have a transition pla in place that aims to get them ready for independent living after leaving school. Areas covered by this plan include but are not limited to: • Transportation • Toileting • Money management • Job readiness • Communication • Obtaining personal government issued documents Progress is tracked each year and is intensified as the student nears exit from school to work or home.
8 Support & Therapy Services We work collaboratively with on-site staff, parents, other government agencies and the Jamaica Association on Intellectual Disabilities to provide access to the following services: • Assessment and Placement (as needed) • Behaviour Therapy (positive reinforcement plans) • 1:1 or small group instruction • Visual supports & sensory-friendly classroom • PATH • Jamaica Council on Persons with Disabilities (JCPD) • MOH - Dental programme and Child Guidance Clinic Behaviour & Safety Policy We aim for students to adapt positively within the learning environment; we are aware that some of our students have difficulty adjusting quickly to different stimuli within the environment. Hence, we employ different strategies to ensure students can function with little or no disruptions daily. We use: • Visual prompts & social stories • Positive Behaviour Intervention and Support (PBIS) • Calm-down spaces • Sensory areas • Nature walks • Noise-cancelling headphones • Non-punitive, respectful discipline • Behaviours are documented and addressed in collaboration with parents, guidance counselor and specialists. • Sensory aids (e.g., chew necklaces, noise-cancelling headphones) are allowed if recommended in the child’s IIP. Health, Hygiene & Toileting Our students sometimes have challenges with managing health, hygiene and toileting needs. Our school aims to equip students with skills to promote independent living. As such, the following are done in collaboration with parents and relevant professionals. • Toileting assistance and routines are individualized • Hygiene tasks are taught daily • Staff are trained in personal care, lifting, and medical needs • Medical forms must be current • Diapers/pull-ups and wipes (if applicable) must be supplied Students must: • Bathe daily and use deodorant to manage body odour. • Keep uniforms clean and shoes polished. • Brush teeth regularly and maintain oral hygiene.
9 • Keep nails trimmed, short and clean. Hygiene Support at School Staff may assist students discreetly with grooming (wiping nose, fixing uniform, brushing hair) as per training and the child’s needs. Students who require toileting or hygiene assistance will have this detailed in their Individual intervention Plan (IIP). Parents are asked to send a change of clothes, deodorant, wipes, and other items in the child’s personal care kit. Parent and Guardian Role Ensure grooming routines are part of the child’s daily life at home. Send students to school in proper attire and in a hygienic condition. Communicate any grooming-related challenges with the teacher or principal. Respect and Dignity All grooming interventions and corrections will be handled: • Privately • Respectfully • With the student’s comfort and consent in mind Our goal is to build life skills, self-confidence, and a sense of belonging. “Clean, comfortable, and confident – every student deserves that every day Student Grooming Guidelines We understand that every child is different. These grooming expectations are flexible and may be adjusted based on: • The child’s abilities • Medical conditions or sensory sensitivities • Support needs and developmental levels • Cultural or family practices • We work closely with parents and caregivers to ensure a consistent and respectful approach to personal grooming Purpose of Grooming Guidelines The purpose of these grooming guidelines is to promote cleanliness, discipline, and school pride. A well- groomed appearance supports a respectful and positive learning environment. Grooming is a part of personal care and self-respect. These guidelines help students develop independence, maintain hygiene, and be prepared for school and community life.
10 General Expectations All students are expected to arrive at school clean and properly groomed in full school uniform daily. Physical Education outfits are to be worn on PE days. Students must maintain a neat hairstyle and personal hygiene. Parents are encouraged to monitor children closely to ensure they do not wear distracting or inappropriate styles, accessories, or grooming items to school. Boys and girls: Neat, culturally appropriate hairstyles are welcome. Hair dye, distracting extensions, or styles that may cause distress to the child or others are discouraged. Hair Styles \Hair Grooming Boys Hair should be kept short, neat, and clean. Extreme styles (e.g., mohawks, high-top fades with designs, bright dyes) are not allowed. • Locks must be neatly covered • Facial hair must be clean-shaven unless for medical or religious reasons (with prior approval). Girls • Hair should be clean, combed, and styled neatly. • Natural hairstyles such as plaits, braids, or twists are allowed, but must be kept tidy. • Hair extensions, beads, and bright colours are discouraged unless for cultural or special school events. • Headbands, ribbons, and clips must be modest and match the school colours. • Protective styles like cornrows, twists, and afros are allowed Nails, Jewellery and Accessories • Nail polish, acrylic or gel nails are not allowed. • Girls may wear minimal and safe jewellery only (e.g., one small stud earring per ear). • No dangling earrings or sharp accessories. • No makeup, unless approved for a special event. • Boys should not wear earrings. • No chains, bangles, or flashy jewellery allowed, except for religious reasons with approval. • Wristwatches are allowed. Prohibited Grooming Items
11 • Makeup (including lipstick, eyeliner, lashes) • Tattoos or body markings • False nails or decorative contact lenses • Any grooming style that is distracting or inappropriate for school *Special Notes* Students with medical or cultural reasons for deviations must submit a written request from a parent/guardian, supported by a doctor’s note or religious leader’s endorsement. The school reserves the right to determine what is acceptable grooming. Enforcement and Disciplinary Action Students who do not follow the grooming code may be asked to correct the issue before re-joining classes. Repeated violations may lead to warnings, parent conferences, or suspension. Technology Use and Communication Tools As a school, we encourage the use of devices that will enhance student learning, interaction and participation in classes. We however, believe that the use of devices can be a deterrent in the teaching and learning process without proper planning, monitoring and targeted engagement. We therefore encourage the use of: • Tablets or devices used for communication (AAC, augmentative and alternative communication visuals) • Headphones allowed for noise sensitivity • Tablets or devices used to support learning are permitted when requested from the teacher. Specifically, for monitored use in the classroom. Any device taken to school otherwise will be taken and stored for collection by a parent or guardian. Depending on your child’s communication needs, we may use: Picture Exchange Communication System (PECS) Core Boards/Communication books Daily visual charts Transportation • Students must be accompanied by a parent/caregiver to/from the Brown’s Town bus at the designated area • Students are to be picked up as soon as the school bus arrives at Brown’s Town • Support staff assist with safe boarding from school. • Parents are responsible for their children's transportation to and from school • Students must be picked up from school no later than 3 o'clock
12 • Repeated late pickups will require a meeting with administration where a decision will be made on further actions regarding the matter. • Students will be released to the parents\ guardians or authorised pickup person only. • Parents or guardians must notify the school in writing of any changes to the person authorised for pickup or pickup times. Proper identification of the driver must be given i.e. Driver’s name, licence, ID card. Parent/ Family Involvement We encourage all parents to communicate regularly with the school through the prescribed channels. Parent- teacher association meetings are held termly. Parents are encouraged to attend said meetings whenever they are convened. Other avenues of communication and involvement include: • Weekly parent communication logs or digital updates • Quarterly IIP reviews • Family training sessions and workshops • Volunteer or classroom visits by appointment Parent Concerns & Support To raise a concern: • Speak with the Class Teacher or Senior • Contact the Principal if needed • Arrange a formal meeting for serious matters • All concerns are handled with care and confidentiality. Tips for parents of students with intellectual disability and developmental delays • Speak with your child’s doctor about possible medical challenges related to your child’s disability. • Seek Special Education services for your child. • Encourage your child to do chores as much as possible. • Allow them to take care of their own hygiene needs. • Be involved with school as much as possible; this will increase your child’s ability to experience success. • Teach your children to manage money as you would your other children. • Expose children to as many experiences outside of school as possible; take them to the park, church, in the community, etc. • Teach them that their body is private and should not be exploited. • Work on your child’s strengths; they can succeed with practice. • Never ‘spoil’ a child because he/she has a disability… discipline, structure and involvement are key!
13 Parents’ Dress Code Policy At Edgehill School or Special Education, we believe that the school environment should reflect respect, discipline, and positive values. Parents and guardians are partners in setting examples for students. As such, we kindly ask all parents/guardians to observe the following dress code whenever visiting the school compound, attending meetings, or accompanying students on school-related activities. General Guidelines 1. Modesty – Clothing should be modest, neat, and appropriate for a school environment. 2. Respectful Presentation – Parents should dress in a manner that reflects respect for self, students, staff, and the wider community. 3. Role Modelling – Remember that children emulate adults; your attire should set a positive example. Unacceptable Attire Parents/Guardians are asked not to wear the following on the school compound: • Revealing clothing (e.g., very short shorts, micro-mini skirts, low-cut tops, crop tops, see-through clothing). • Strapless blouses/dresses without a cover-up. • Pajamas, bedroom slippers, or nightwear. • Clothing with offensive, violent, or obscene graphics/words. • Overly torn/ripped jeans that expose private areas. • Sagging pants or pants worn below the waist. • Bathing suits, beachwear, or inappropriate sportswear. Footwear • Shoes, sandals, or slippers should be neat and appropriate. • Bedroom slippers and unkempt footwear are not permitted. Special Events For graduations, award ceremonies, and official functions, parents are encouraged to wear semi-formal or business casual attire. Enforcement • Parents who do not adhere to the dress code may be politely reminded by staff/security and asked to adjust or return dressed appropriately. • Consistent disregard for the dress code may affect participation in certain school activities.
14 Edgehill School contact information School hours: 8:20 a.m. – 2:30 p.m. Offices close at 4:00 p.m. St. Ann's Bay Unit (Main School) Address: PO. Box 197, St. Ann’s Bay Email: edgehillspecialedu@yahoo.com Phone: 876 972 9761 Port Maria Unit Trinity, Port Maria Phone:876 994 9373 Email: portmaria1@yahoo.com Brown’s Town Unit Phone: 917 6633 Email: edgehillbtown@gmail.com Ocho Rios High School Milford Road (Shift System hours and routine vary) Uniform and Dress Code for Students Notes ._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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18 Edgehill School of Special Education Handbook Agreement Parents/guardians are asked to sign and return the acknowledgment form to confirm that they have reviewed this handbook. Parent/Guardian Acknowledgment Form I, ______________________________________________ (Parent/Guardian’s Full Name), have received and reviewed the Edgehill School of Special Education Handbook. I understand and agree to support the rules, policies, and guidelines outlined, including the school’s Code of Conduct, Dress Code, Attendance Policy, and Academic Expectations. I accept responsibility to: Reinforce these standards with my child. Partner with the school to maintain a safe, respectful, and productive learning environment. Communicate with the school if I need clarification or have concerns regarding the policies. By signing below, I confirm that I have read and agree to the policies contained in the handbook. Parent/Guardian Name: ___________________________________ Signature: ___________________________________ Date: ___________________________________
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