Learning Diversity & Inclusion Policy
Core principles
- Mission: nurture leaders with character and competence
- Inclusion is an ongoing process: identify and overcome barriers
- IB principles: affirm identity, value prior knowledge, scaffold, extend learning
Additional learning support (PYP)
- Intra-Grade ALS: literacy, numeracy and other needs within the grade
- Inter-Grade ALS: language development and Individualized Education Plans
- Class size of 20, with smaller ALS-supported groups in Grades 1 to 5
- Language support for First-generation Learners of English (FGL)
- Help for any student who needs it, not only those with identified challenges
- External remediation or therapy may be suggested case by case
Who can qualify for ALS
- Learning English as a first-generation or non-native speaker
- Difficulty understanding classroom instructions or grade-level texts
- Below expected language proficiency for the previous grade
- Minimal English language support at home
- Diagnosed condition or medical challenge affecting learning
- Needs that consistently affect own or others' learning
- Needs extra help in math to reach grade-level standards
- Needs in-class assistance to stay on track
How students are identified
Formally conducted twice a year: at the beginning and in the middle of the year.
Inputs
Pre-assessment data • Listening, speaking and reading assessment • Class observations • Formal or informal testing report • Parental involvement • IEP review (if applicable) • Counselor consultation (if applicable)
Response to intervention
High-quality classroom instruction • Ongoing student assessment • Tiered, explicit instruction • Parent involvement
Team
Students • ALS teachers and team leaders • Homeroom teachers • Counselors • Parents • ALS Coordinator
Individualized education plan (IEP)
- 1Identify the need for an IEP
- 2Meet parents and teachers to set goals
- 3Document strategies and details
- 4Make regular observations and updates
- 5Share quarterly summaries before parent meetings
An IEP is created for
Students with disabilities or identified as FGL, to tailor education, identify accommodations, set goals and track progress, specify teaching strategies and record meeting and family details.
Conditions that put continued admission at risk
The school may reconsider a student's admission at any time if there is evidence of one or more of these. The school is the final authority on the decision.
- Emotional, behavioral or social needs that regularly and significantly affect the child's or others' learning
- Sensory or physical needs that need specialist equipment or visits the school does not provide
- Parental support, emotionally, socially or otherwise, is not as expected and hampers the student's growth
- The school is unable to add reasonable value to the student's education and development
Access arrangements and support
Provided to eligible students for tasks and assessments.
PYP
Larger font worksheets • Explicit instructions, questions read aloud • Graphic organizers • Word banks in assessments • Verbal expression for mild dysgraphia • Calculator for math tasks
MYP and DP
Extra time • Word processor, reader or writer • Simple, clear language starting with the mother tongue • Differentiated activities • Early detection by the well-being counselor
Final IB exams
Parent consent form • Teacher evidence • Psychologist report • Request filed by Programme Coordinator • Approval emailed to student and parents • IB Access and Inclusion Policy (Sept 2022) followed
Special rule
Parents may opt out of access arrangements by email. The school remains ready to provide them.
MYP and DP admission
- Admitted if the student's abilities do not affect meeting the demands of the programme
- Assessed through psychological reports and the school's academic requirements
- School or parent finds a supporting teacher if a special educator is needed
- Parents bear the expense of such support
Grade repetition
- Grade repetition may be recommended after little progress or significant literacy and numeracy difficulty
- Parental agreement is needed for grade repetition
School team roles
ALS Coordinator
- Organizes teacher training
- Analyzes student performance data
- Builds and implements IEPs
- Keeps records and confidentiality
- Guides parents
School counselor
- Counseling interventions
- Contributes to IEPs
- Addresses bullying and exclusion
- Tracks well-being data
- Runs awareness workshops
Teacher
- Adapts methods and assessments
- Designs lessons with Universal Design for Learning
- Works with the ALS teacher
- Keeps parents informed
- Takes part in ongoing training
Student and parent roles
Students
- Respect and value diversity
- Support peers
- Speak up for their own and peers' needs
- Offer help to classmates
- Report bullying, discrimination or exclusion
- Give constructive feedback
Parents
- Communicate regularly with teachers and counselors
- Learn the school's inclusion policy
- Attend parent-teacher conferences and IEP meetings
- Support accommodations made for their child
- Show inclusive attitudes at home
Early identification in senior school
Teachers use a checklist of early warning signs across academics, overuse, family and socio-emotional factors.
- 1Teachers and counselors observe behavior
- 2Teacher informs the parents
- 3Parents observe behavior at home
- 4Parents, teachers and counselors meet
- 5Counselor takes history and suggests strategies
- 6Counselors review for improvement
- 7Referral for psychological testing if no improvement
Removing barriers to learning
- Organization and resources
- Culture and policies
- Teaching and learning
- Buildings and environment
- Community relationships
- Teacher training and INSET
- Sensitization of staff and students
Linked policies: Language Policy • Assessment Policy.
Inclusion is everyone's responsibility: every learner's unique strengths are celebrated.