ALAM KIDZ SCHOOL INCLUSION POLICY
IB Definition of Inclusion
IB definition of inclusion: The IB states, “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner profile in action, an outcome of dynamic learning communities.” (‘The IB guide to inclusive education: a resource for whole school development’, 2019).
Philosophy of Inclusion: (Each child is unique)
All children have the right to an education and should be ‘allowed to demonstrate their ability under assessment conditions that are as fair as possible’ (Access and Inclusion Policy IB). All teachers are inclusion teachers and demonstrate an open- mindedness, adaptability and respect towards differences. The purpose of this inclusion policy is to outline how Alam Kidz School aims to remove or reduce barriers that students may find in their learning or assessment.
The IB Learner Profile
Inquirers | We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. |
Knowledgeable | We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signicance. |
Thinkers
| We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
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Communicators | We express ourselves condently and creatively in more than one language and in many ways. We collaborate e‑ectively, listening carefully to the perspectives of other individuals and groups. |
Principled | We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. |
Open-minded | We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. |
Caring | We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di‑erence in the lives of others and in the world around us. |
Risk-takers | We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. |
Balanced | We understand the importance of balancing di‑erent aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. |
Reflective | We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. |
Vision, Mission, Aims, Provisions, Procedure, and Responsibilities of Alam Kidz Inclusion Policy
- Vision
A community supporting young people to realize their potential; forever learning, forever teaching, in the service of humanity. To inspire a community of lifelong learners who embrace diversity, act with compassion, and strive for excellence in an ever-changing world.
- Mission
To provide a unique, learning-centered environment that progresses young people through an integrated and developmental approach to education. To provide a challenging and inclusive education that empowers students to become active, compassionate, and lifelong learners.
- Aims
To develop interpersonal, intrapersonal, physical and cognitive competencies; empowering young people to lead purposeful, fulfilling lives. To develop knowledgeable, and caring young people who are motivated to succeed and make a positive difference in the world.
- Provisions
We recognise that learning differences can include different social, academic, personal/ emotional, psychological, physical and cognitive difficulties. With this in mind the materials and support we offer will be tailored to the needs of individual student as far as possible. These materials and areas of support include but are not limited to:
- Accessibility for learners with restricted movement.
- Differentiation in the classroom e.g. levelled reading, textbooks, flexible deadlines, modified assessments, ICT resources/ support, scribing.
- School counsellor who is available to meet the social/ emotional needs of our students and their families.
- Following of IB Access and Inclusion policy in the administration of exams.
- Procedure
- Admissions:
- During the admission procedure, parents must provide documentation that informs us about the child’s background regarding any needs that should be met.
- When a need becomes apparent throughout the process that cannot be met by the school, in the best interests of the student, they will not be admitted.
- Students interview, this interview is conducted to get to know the student better, assess their readiness for the IB PYP, and understand their personality, learning style, and interests.
- Testing from a counselor (if needed). This refers to additional assessments conducted by a school counselor to evaluate any specific needs a student might have, such as learning support, behavioral, or language assistance.
- Responsibilities of
- Parents
- Keep communication open with teachers about any updates/medical information that pertains to the students learning.
- Support child at home through plans made by the school.
- Ensure the child arrives at school with an necessary provisions (e.g. ICT backpack, medication etc)
- PYP Teacher
- Differentiate or use Universal Design for Learning (UDL) to best support any students with barriers to learning.
- Create learning materials that best support any barriers to learning that the support teachers can use with the student.
- Communicate to Administration any concerns regarding students with potential barriers to learning.
- Creating and maintaining a safe and effective learning space.
- Set meetings and communicate with any stakeholders regarding the student.
- Communicate with support teacher about any updates about the student.
- Record observations to maintain sufficient documentation.
- Familiarise with the students history/background.
- Administration
- Update teachers/support teachers about any updates from the IB about inclusion.
- Provide teachers/support staff with professional development and training to support students with learning barriers.
- Communicate with teachers and incoming staff about history/background of current and incoming children with barriers to learning.
- Student
- Provide feedback, as age appropriate, on learning and goals.
- Active in providing input into learning engagements.
- Provide reflections (written or verbal) on social and emotional growth.
Counselor
- Supporting students’ emotional and social development.
- Providing individual or group counseling.
- Collaborating with teachers and parents to address student needs.
- Developing and implementing prograns for well-being.
- Shadow Teacher
- Assisting a specific student in their learning process.
- Helping the students stay focused. manage behavior, and understand tasks.
- Communicating regularly with teachers and parents about the student progress.
- Adapting materials and instruction to suit the student’s need.
- Head of School
- Establish and implement the vision and mission of the school in line with IB’s philosophy and values.
- Lead the development and execution of the school’s strategic plan.
- Ensure the PYP curriculum is implemented with fidelity, promoting inquiry-based learning.
Curriculum Coordinator
- Oversee the design and delivery of the PYP curriculum.
- Ensure vertical and horizontal alignment of the curriculum across grade levels.
- Foster a culture of continuous curriculum improvement through collaboration with teachers.
- Maintain the integrity of the IB framework while adapting to the local context.
The following standards and practices were used for the development of this inclusion policy.
Standards and Practices from the IB which support inclusion.
Student support 1.3: The school provides safe and effective learning spaces and learning environments. (0202-01-0300)
Student support 2.1: The school implements and reviews systems and processes to identify the needs of students. (0202-02- 0100)
Student support 2.2: The school supports the identified needs of students, and evidences this support through planning, policy, and practice. (0202-02-0200)
Student support 2.3: The school provides staff, facilities and resources as outlined in their inclusion policy. (0202-02-0300)
Student support 2.4: The school demonstrates a commitment to make the most effective use of learning spaces and learning environments in ways that meet the needs of all students. (0202-02-0400)
Student support 3.1: The school identifies and allocates spaces and resources to support the social, emotional, and physical well-being of its students and teachers. (0202-03-0100)
Student support 3.2: The school demonstrates in its systems, processes and policies attention to the social, emotional, and physical well-being of its students and teachers. (0202-03-0200)
Student support 3.3: The pedagogical leadership team and teachers support students’ social, emotional and physical well-being. (0202-03-0300)
Student support 4.1: The school implements and reviews systems and processes to provide advice and guidance to students on programme choices, careers and/or additional education opportunities as they move further in their learning. (0202-04-0100)
Student support 5.1: The school identifies and uses a variety of human, virtual and physical resources in the wider community that aid and extend student learning. (0202-05-0100)
Culture 1.1: The school implements and reviews an access and/or admissions policy that clearly describes the conditions for participation in the school’s programme(s). (0301-01-0100)
Culture 1.2: The school provides relevant support materials, resources and structures to promote access to the school’s programme(s) for as many students as reasonable. (0301-01-0200)
Culture 1.3: The school provides opportunities to access the programme(s) for the broadest possible range of students. (0301- 01-0300)
PYP 1: The school articulates and demonstrates that the PYP is accessible to interested students, regardless of learner variability. (0301-01-0311)
PYP 2: The school implements the PYP across all early years and/or primary grade levels offered at the school. (0301-01-0312)
Culture 2.1: The school implements and reviews an inclusion policy that meets IB guidelines. (0301-02-0100)
Culture 2.2: The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance. (0301-02-0200)
Culture 2.3: The school describes in its inclusion policy the rights and responsibilities of all members of the school community and clearly states the school’s vision for implementing inclusive programmes. (0301-02-0300)
Related Policies:
- Admissions Policy
- Academic Integrity Policy
- Assessment Policy
- Language Policy
APPENDIX
Learning Support Referral Form
- Referring Teacher
Student Name: | School ID Number: | ||
Mother Tongue: | Homeroom Teacher: | ||
Referral Date: | Health Concerns/ Medication: |
Check Your Concerns
Time Management | Motivation | Reading Fluency | |||
Ability to Focus | Passive/ Sleepy | Reading Comprehension | |||
Task Initiation/ Completion | Motor Skills | Writing Expression | |||
Organisation | Processing Speed | Writing Fluency | |||
Social Skills | Communication | Math Calculation | |||
Anger Management | Oral Expression | Math Problem Solving | |||
Emotional Control | Listening Skills | High Ability | |||
Other: |
Observations/Comments
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Student’s Strengths
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Note 2 or more strategies you have tried, comment on their affectiveness, and outline timespan of intervention
Facilitated by a Member of the Leadership Team
Teacher Comments
Subject Teacher Name | Comments |
Learning Support Plan (Primary/ PYP)
Student Name: | Date: | |||
D.O.B: | Homeroom Teacher: | |||
Mother Tongue: | Grade: | |||
Parent Contact: | Student ID Number: | |||
Assesments on File: | Review Date: | |||
Outside Providers/ support: | ||||
Students Characteristics | Strategeis |
Accommodations | |
Check | Areas to Develop | Comments |
Reading | ||
Writing | ||
Mathematics | ||
Attention | ||
Behaviour/ Social and Emotional | ||
Motor Skills |
Feedback on previous goals/ targets (Homeroom and Leadership Team)
Previous Goals/ Targets
Class + Teacher Name | Comment | Goal Achieved | Goal Continued | New Goal Needed |
Classroom | ||||
Additional Support |
Specialist | Comments |
Danish | |
Language Acquisition | |
Visual Art | |
Music | |
PE |
Current Goals/ Target Areas
SMART Goals | Strategies or Interventions | Evidence of Progress | Title of Person/People Responsible | |
1 | ||||
2 | ||||
3 | ||||
Parent: I acknowledge that this plan has been shared with me. I Understand that students receiving support for longer than 1 year with minimal progress as documented by alam Kidz school may be required to seek an assessment from outside agency or professional.
Parent Signature: Date: |