Neev Academy Inclusive Policy

​ ​Neev Academy Inclusive Policy Inclusion and what it means: Inclusion is an ongoing process that aims to increase access and engagement in learnin...
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​Neev Academy Inclusive Policy

Inclusion and what it means: Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. Inclusion is an organizational paradigm that involves change. It is a continual process of increasing learning and participation for all students. It addresses learning support requirements and questions the broader objectives of education, the nature of pedagogy, curriculum and assessment. It is an educational approach to which all schools should aspire. Inclusion is facilitated in a culture of collaboration, mutual respect, support and problem-solving involving the whole school community.( Learning diversity and inclusion in IB programmes, (2016)) An inclusive learning environment is friendly, welcoming and protective for all students. Inclusion is the International Baccalaureate (IB) Learner Profile in action. The Learner Profiles characteristics are: Principled - Inquirer - Communicator - Open-Minded - Risk-Takers - Balanced - Reflective - Thinker Knowledgeable - Caring Neev - IB Learning Diversity and Inclusive Education Policy The statement of intent from the Neev Academy’s Learning Support (LS) policy emphatically states that Neev Academy ‘provides an environment in which all children are supported to reach their full potential’. We incorporate inclusive practices and recognize that developing the learning of all students is the shared responsibility of the classroom and specialist support teachers and the parents/ guardians. Neev Academy is committed to create an educational setting, where all students benefit from a multimodal approach that facilitates all learning styles in an authentic, interactive learning environment. Purpose of the Policy: In accordance with the IBO, it is Neev Academy’s intent and purpose to: ● ●

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Communicate the expectations for creating and maintaining an inclusive educational environment for all students Establish clear responsibilities of all stakeholders- administrators, teachers, students, and parents – in regard to inclusive arrangements in Neev Academy’s International Baccalaureate Program Clearly communicate the various accommodations and support opportunities that are available to students Inclusion is facilitated in a culture of collaboration, mutual respect, support and problem-solving involving the whole school community Students of all ages come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it. (IBO 2013: 3) 1



​Neev Academy Inclusive Policy

Neev Academy’s Inclusive Philosophy: Neev Academy supports the definition of learning support as outlined by the International Baccalaureate Organization: “Support and/or access required to enable some candidates, who have the aptitude to meet all curriculum and assessment requirements, reach their full potential in learning and assessment” (Candidates with Assessment Access Requirements). The International Baccalaureate Program of Neev Academy also supports the policy of the International Baccalaureate Organization regarding students with learning support requirements and assessment access requirements: “The IB believes that all candidates must be allowed to take their examinations under conditions that are as fair as possible. Where standard examination conditions and assessment procedures would put candidates at a disadvantage and prevent them from being able to demonstrate their skills and knowledge adequately, reasonable forms of access arrangements may be authorized” (Handbook of Procedures for the Diploma Programme). Neev Academy’s Inclusion Policy goals upholds that: ● ● ● ● ● ● ● ● ● ● ●

All children, irrespective of caste, creed, sex or economic background, should have an equal opportunity to attend our school, and this of course includes pupils with disabilities. There are limitations to the structure of the building, which limit the range of disabilities the school can cater for. Will do our best to anticipate and adjust the needs of a pupil or member of staff with disabilities before he or she joins the school. Ensure that pupils with a disability will not be treated less favorably than others because of the nature of their disability. Value individuals and celebrate their achievements. Ensure policies and systems are in place to promote inclusive provision and practice. Identify and respond to individual needs Identify and overcome barriers to learning for groups and individuals. Set suitable learning challenges for all students. Ensure that the special needs of our IB students are identified early, assessed, and provided for Assist IB students in accessing all elements of the IB curriculum

Learning Diversity and Inclusion Policy at the PYP and MYP: As is the practice at the Diploma level, the PYP and MYP approaches to learning diversity and inclusion mirrors Neev Academy and the IB’s philosophy in promoting equal access to the curriculum for all 2



​Neev Academy Inclusive Policy

learners. Inclusion practice at the PYP and MYP apply the four principles of good practice as identified by the IB:



Valuing prior knowledge: meaningfully assess existing knowledge, strengths and interests. account prior learning when designing, differentiating and planning for new learning.



Scaffolding: Assessing prior learning is crucial so that smaller steps can be incorporated into the learning process and students are scaffolded in working towards mastery. Modifications such as pre-teaching, demonstrations, experiential learning, chunking information, visual aids, templates and graphic organizers



Extending learning: create the social and emotional conditions for learning and promote environments that welcome, celebrate and embrace the diversity



Affirming identity and building self esteem: Students with a positive identity are better able to take the risks necessary for successful learning. All students are visible and valued.

In the support provided, effort is made to distinguish between ESL and learning diversity cases in students, as well as appreciating and understanding various cultural and linguistic differences. The

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​Neev Academy Inclusive Policy

LS department focuses on the early identification of support needs and follows the process stated in the LS policy of the school. Where students are formally placed into the Learning Support, IEPs will be created with the full support of the class teacher in PYP or the subject teachers in the MYP group. The duration of the IEP is determined by the Learning Support Coordinator in conjunction with the class teacher and with reference to the set criteria as outlined in the LS policy. At all times, special attention is given to students’ confidentiality and the need to maintain the student's’ self-esteem. Inclusion and Diversity Action at the Diploma level This can be grouped into three phases: • ​Enrolment phase​: It is initiated at the enrolment stage and consists of series of tests in English language and Mathematics, followed by an interview before making final offers of admission and acceptance of subjects to new students to join the DP programme for pursuing a full diploma or Diploma course. The choice of DP course verses the diploma is made in consultation between, DPC, School Head, Parents and Student, as mentioned in the Admission Policy of the school.

The feedbacks from the tests enable us to assess the literacy and numeracy levels of the new students with a view to liaise with and make adequate arrangement, where necessary, in consultation with the LS-Co and members of the LS department. We rely on the expertise of the LS department and the full cooperation of the new student and their parents to be forthright with information necessary to enable the LS and IB diploma teachers to provide the best learning support possible. • ​Teaching and learning phase​: Neev expects and support the notion that students may have the intellectual capacity to meet all the curriculum and assessment requirements but may need additional support to enable them to attain their full potential. The differentiation Initiative for diploma students will be done in consultation with the LS department, the diploma coordinator and colleagues teaching the diploma programme. With reference to teaching and learning, Neev Academy aims to raise achievement and progress in ALL pupils, including those who have learning needs, enabling our IBDP students, from their starting point, to make expected progress.

The teaching and learning phase will endeavor to promote individual student achievement, helping to build self-esteem and… ‘Meet the individual learning needs of those students … and improve their inclusion in the mainstream classroom.’ [IBO: 2004] • ​Examination phase​: It is the intense part of the plan that involves everyone from the teachers, the LS coordinator, DP coordinator, parents and the authorization of the IBO. The IB recognizes that to enable all candidates to ‘demonstrate their ability under assessment conditions that are as fair as

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​Neev Academy Inclusive Policy

possible’, it is necessary for schools to provide special arrangements for candidates with special needs. Barriers to learning: As mentioned in the IB document, ‘Learning diversity and inclusion in IB programmes’, barriers to learning may be found in the way the school is organized and resourced, their cultures and policies, the approaches to teaching and learning, the physical aspects of buildings and the ways in which individuals within the school community interact on a daily basis. School organization and resources The barriers to learning exist when: ●

inclusion has not been defined and aligned with the school’s mission and vision



school routines, transitions, teaching and learning practices do not align with policy



human and material resources to support inclusion are not available

Cultures and policies The barriers to learning exist when: ●

policies and teachers do not reflect the inclusive nature of the school



human rights, diversity, quality and equity are not taken into account in the policies and practices

Approaches to teaching and learning The barriers to learning exist when: ●

practices do not address human commonality, diversity and multiple perspectives



professional development does not support the whole community in developing effective strategies to increase access and participation



adjustments for learning and assessment across all IB programmes are not provided

Buildings and physical obstacles The barriers to learning exist when: ●

school facilities are not accessible to all members of the community 5





​Neev Academy Inclusive Policy

lack of willingness to reorganize physical spaces, classroom orientation and structure

Relationships among the community The barriers to learning exist when: ●

the learner profile does not play a role in promoting the agency to affirm identity and empower personal freedom



collaborative practices amongst members of the community are not promoted

Responsibility for removing barriers to learning lies with the senior leadership team and school board in consultation with educators, learning support professionals, parents, students and all stakeholders, for every member of the school community. A teacher, as a teacher of all students, is responsible for making sure that each student is exposed to teaching and learning, that reaches them as individual learners. International Baccalaureate Principles: All special arrangements that may be authorized by the IB are based on the following principles: 1.1 The IB must ensure that a grade awarded to a candidate in any subject is not a misleading description of that candidate’s level of attainment, so the same standards of assessment are applied to all candidates, regardless of whether or not they have special needs. 1.2 Special arrangements are intended to reduce the adverse effects of a candidate’s special needs when demonstrating his or her level of attainment. The special arrangements requested for a candidate must not give that candidate an advantage in any assessment component. 1.3 The special arrangements described in this document are intended for candidates with the intellectual capacity to meet all assessment requirements leading to the award of the diploma or certificates. 1.4 The school, not the IB, is responsible for establishing whether the Diploma Programme can be taught and assessed. Advice may be sought from IB Cardiff ([email protected]) before a school accepts a student with special needs; however, this advice is restricted to the implications for internal and external assessment and does not extend to teaching methods and resources. 1.5 If it can be demonstrated that a candidate’s lack of proficiency in his or her response language(s) (English, French or Spanish) arises from a diagnosed need, special arrangements may be authorized. (For subjects in groups 3 to 6, all candidates are allowed to use a translating dictionary in the written examinations.)

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​Neev Academy Inclusive Policy

1.6 The IB aims to authorize special arrangements that are compatible with those normally available to the candidate concerned. However, authorization will only be given for arrangements that are consistent with the policy and practice of the IB. It should not be assumed that the IB will necessarily agree to the arrangements requested by a school. Coordinators are required to provide information on both the candidate’s usual method of working in the classroom and under assessment conditions. 1.7 The IB is committed to an educational philosophy based on international mindedness. Therefore, the special assessment needs policy of the IB may not reflect the standard practice of any one country. To achieve equity among candidates with special assessment needs, the policy represents the result of a consideration of accepted practice in different countries. 1.8 The IB will ensure that, wherever possible, arrangements for candidates with a similar type of need are the same. Given that cultural differences occur in the recognition of learning issues and the accommodations allowed, some compromise may be necessary to help ensure comparability between candidates in different countries. 1.9 If special assessment arrangements are necessary for a candidate, consultation with the IB is mandatory. Similarly, if a Diploma Programme candidate has difficulties meeting the requirements for creativity, activity, service (CAS), the appropriate IB regional office must be consulted. Any exceptions are stated in this document. However, a school may provide any kind of special arrangement for a candidate during his or her study of the Diploma Programme or trial (practice) examinations. 1.10 A school must not inform an examiner of a candidate’s condition or adverse circumstance. Similarly, in the case of internally assessed work, teachers must not make any adjustments when marking a candidate’s work. If appropriate, the IB will ensure that reasonable adjustments are considered. Accommodations and Inclusive Assessment Arrangements​: An individual education plan (IEP) is developed for each student found eligible for Learning Support services. Accommodations and inclusive arrangements for a student with an IEP may include, but are not limited to additional time, rest period, access to ICT, scribe, reader, communicator and prompter. All the accommodations will be aligned with the IBO, as mentioned in the document for candidates with special assessment needs. The Handbook of procedures for the Middle Years Programme: Assessment 2016 and Diploma Programme Candidates with special assessment needs will detail the standardized access arrangements for candidates with higher incidence learning support requirements, including dyslexia, vision impairments, hearing impairments, information processing challenges and physical challenges.

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​Neev Academy Inclusive Policy

Responsibilities of the school: ●

Before accepting a student with special educational needs as a candidate for the Diploma Programme, coordinators should consider whether suitable arrangements, for both teaching and assessment, can be made for that student.



Careful consideration should be given to a candidate’s choice of subjects. Some subjects may pose particular difficulties for a candidate with special needs. Consultation with IB Cardiff ([email protected]) may be appropriate before confirming a candidate’s subjects.



All requests for special arrangements submitted by a coordinator must have the support of the head of school. (All correspondence from IB Cardiff concerning candidates with special assessment needs will normally be addressed to the coordinator.)



Before submitting appropriate documentation to IB Cardiff, the school must obtain consent from the candidate and/or the candidate’s parents or guardian.



An application for special arrangements must be made on behalf of a candidate on a request form submitted by the coordinator or the head of school. A teacher who specializes in teaching students with special needs may complete the form, but must not be the signatory. An application will not be accepted directly from a candidate, or from a relative or guardian of a candidate.

Responsibilities of the Coordinator: Some inclusive arrangements are permitted at the discretion of the IB coordinator and do not require prior approval from the IBO. Other inclusive arrangements must have prior authorization from the IBO. ●





The IB/ LS coordinator is responsible for communicating access arrangements to those students, parents/guardians, and staff members who must be made aware of such adjustments. The IB/ LS coordinator is also responsible for requesting inclusive assessment arrangements. Parent/Guardians and students must realize that inclusive arrangements requiring prior authorization must be submitted with supporting documentation and educational evidence. The IB/ LS coordinator will work together will parents/guardians, students, the IB counselor, and IB staff members to gather and submit all pertinent supporting documentation and educational evidence in order to show the requested arrangement(s) is indicative of an IB student’s usual and reasonable accommodations under a valid IEP.

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​Neev Academy Inclusive Policy

Adverse or unforeseen circumstances do not fall under the tenets of this inclusion policy. An IB student who experiences adverse circumstances must contact the IB coordinator to seek information regarding his or her specific situation.

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​Neev Academy Inclusive Policy

Inclusion of the Gifted and Talented Students Gifted and ​talented​ students are part of the population of Neev Academy. Giftedness can be viewed in multiple ways and children may be ​gifted​ in one or several ability domains. A student’s giftedness is not always apparent in regular curriculum areas and not always demonstrated in appropriate ways. While ​gifted​ students exhibit some common traits, no two ​gifted​ students possess the same characteristics. It is important that students with exceptional potential are supported during their early childhood and middle childhood phases so that the development of specific gifts and talents continues as the students make their educational transition into secondary school. ●

It ​is also important that the abilities of ​gifted​ and ​talented​ students be accepted, valued and fostered by teachers, parents, peers and the community. The LS department would work in collaboration with the teachers and coordinators to accommodate the extensions needed to engage the student and have him/ her functioning at his/ her optimum potential.

References: ●

Government of Western Australia. “Policies School Managment.” ​Department of Education. personalName=Bianca MCKINNEY; corporateName=Department of Education Western Australia; jurisdiction=Western Australia (WA); contact=Tel: (+61 8) 9264 4111, Fax: (+61 8) 9264 5005, Web: http://www.det.wa.edu.au; address=151 Royal Street, East Perth, WA 600, 29 July 2009. Web.10Dec.2016.





The king Fahad academy. IB Learning Diversity & Inclusion Education Policy [SEN]. web: The king Fahadacademy,2014.Web.10Dec.2016.. Queensland Government. “Inclusive education policy statement.” Queensland Government Education. Department of Education and Training, 8 Apr. 2016. Web. 10 Dec. 2016. .

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