Sydney Academy
International Baccalaureate (IB) Diploma Programme Inclusive Education Policy
General Overview:
Sydney Academy’s Access and Inclusion Policy is derived in line with the Nova Scotia Department of Education and Early Childhood Development’s (EECD) Inclusive Education Policy (2022). Further, the Nova Scotia Education Act (2019) sets out the legal framework for education in the province, establishing principles, guidelines, and standards for schools, particularly teachers and their educational responsibilities to all students. This is also in line with Sydney Academy’s Mission and Philosophy Statements (updated in 2023). Regarding IB schools and inclusion, the Education Act aligns with broader Canadian legislation that upholds principles of inclusivity, equity, and accessibility in education. Sydney Academy’s IB Access and Inclusion Policy aims to provide equitable opportunities for all students, embracing diversity and fostering an inclusive learning environment aligned with the IB principles.
Definition:
Sydney Academy believes inclusive education to be an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers, while promoting intercultural understanding and respect. (Learning Diversity and Inclusion in IB Programmes, 2016). In doing so, making education inclusive and accessible refers to “providing equitable educational opportunities in learning, teaching, evaluation / assessment and all other aspects of school life to all students by making space and provision for the characteristics that each person brings (IB Access and Inclusion Policy, 2022).
The IB (2018, p.10) supports the following principles of an inclusive education where:
• education for all is considered a human right
• education is enhanced by the creation of affirmative, responsive environments that promote a sense of belonging, safety, self-worth and whole growth for every student
• every educator is an educator of all students
• learning is considered from a strength-based perspective
• learning diversity is valued as a rich resource for building inclusive communities
• all learners belong and experience equal opportunities to participate and engage in quality learning
• full potential is unlocked through connecting with, and building on, previous knowledge
• assessment provides all learners with opportunities to demonstrate their learning, which is rewarded and celebrated
• multilingualism is recognized as a fact, a right and a resource
• all students in the IB Diploma Program and certificate courses fully participate in an IB education and are empowered to exercise their rights and accept their responsibilities as citizens
• all students in the school community have a voice and are listened to so that their input and insights are taken into account
• all students in the IB Diploma Programme and certificate courses develop the IB learner profile attributes and develop into inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect
• diversity is understood to include all members of a community
• all students experience success as a key component of learning.
Responsibilities:
Sydney Academy has an extensive Teaching Support Team (TST) and Program Planning Team (PPT) in place to support student learning. The Principal is responsible for ensuring that collaborative learning teams are provided the time and resources required for decision making regarding the use of supports for students, either site-based, or from regional services. The primary role of the TST, as defined in the Nova Scotia Inclusive Education Policy, is to “strengthen the school’s capacity to support student well-being and achievement by assisting teachers in developing strategies to meet the needs of their students” (2020, p. 3)
Classroom teachers are responsible for teaching all students and any differentiated instruction / interventions are expected to happen most often in a common learning environment. In addition to classroom teachers, Sydney Academy and the CBVRCE provides qualified personnel and specialists to support students with the following exceptionalities and neurodivergent needs:
Intellectual disabilities
Emotional disabilities
Learning disabilities and differences
Physical disabilities and or other health impairments
Speech impairments and or communication disorders
Sensory impairments (vision, hearing)
Multiple disabilities
Giftedness
The team involved in ensuring the Inclusive Education Policy (EECD, 2020) aims are met may include: classroom teachers, resource teachers, school counselors, school administration, educational program assistants, school psychologists, school speech and language pathologists, sign language interpreters, English as an additional language teachers, as well as learning disability specialists.
Differentiated Support:
Sydney Academy recognizes the value of differentiated learning and instruction to meet the needs of all students, including those with exceptionalities. It is a “process of identifying, with each learner, the most effective strategies for achieving agreed goals so learning opportunities can be created that enable every student to develop, pursue and achieve appropriate personal learning goals” (IB, 2013, p. 21). The IB identifies four important principles to promote equal access to the curriculum for all learners and to support the development of the whole person through differentiated teaching and learning: 1) Affirm Identity - Build Self Esteem; 2) Value Prior Knowledge; 3) Scaffold Learning; and 4) Extend Learning (IB, 2013, p.21).
Accommodations for Assessment:
Sydney Academy follows the IB Access and Inclusion Policy (2022) when decisions are being made regarding inclusive access arrangements. The decision pathway for inclusive access arrangements can be found on page 12 of the above mentioned policy. As stated in Sections 3.1 and 3.2 under ‘Authorization of Access Arrangements for IB Assessments, “the coordinator must submit the application for inclusive access arrangements on behalf of the student” (p. 15), in coordination with the classroom teacher, parent(s)/guardian(s), and the student.
The IB Access and Inclusion Policy (2022) identifies the following primary and secondary barriers to learning, teaching and assessment which may require inclusive access arrangements due to one or more of the following: Additional Language; Cultural Variations; Hearing; Intellectual Exceptionalities; Movement and Coordination; Medical; Mental Health; Numeracy; Processing; Reading; Seeing; Social-Emotional; Speech and Language; and Writing (IB, 2022).
The following is a list of arrangements / accommodations that may be granted once IB has reviewed the required documentation:
Flexibility in Duration / Additional Time
Rest Periods
Assistive Technology / Word Processor
Scribes
Reading Software / Readers
Modifications to Examination Papers
Audio Recordings on Examination Papers
Transcriptions
Alternative Location for Assessment
Extension to Deadlines / Deferral
Adverse Circumstances Accommodations as listed in the Adverse Circumstances Policy (effective from November 2022 Examination Session).
Resources:
Adverse Circumstances Policy (effective from November 2022)
International Baccalaureate Access and Inclusion Policy (2022)
International Baccalaureate Approaches to Teaching and Learning in the DP (2013)
Learning Diversity and Inclusion in IB (2018)
Nova Scotia Education Act (2019)
NS EECD’s Inclusive Education Policy (2020)
NS EECD’s Multi-Tiered System of Supports (2019)
Sydney Academy International Baccalaureate Website (Mission and Philosophy) (2023)
This policy will be reviewed on an annual basis and changes will be made in line with current practices.