Across the PYP schools at SPS, inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.  We believe all students can learn and have a right to a holistic and inclusive education in a caring and stimulating environment.  We are open to addressing learner variability which embraces all students and does not exclude on grounds of strengths, challenges, age, social status, economic status, language, gender, race, ethnicity or sexuality.   We view a student’s education as a partnership between the student, the parent(s)/guardian(s), and the whole school community.

It is recognized that all students are unique and therefore no single approach will address all student needs.  We believe that categorizing students according to diagnostic labels (ADHD, dyslexia, and so on) is not the only indication of a student's potential or appropriate teaching strategies.  All students benefit from differentiation.  Ultimately it is through inclusion, that students acquire the necessary tools to take positive action in the world. 

SPS PYP educators believe:

• 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 all students. 

• Every educator is an educator for all students.

• All learners belong and experience equal opportunities to participate and engage in quality learning.

• Learning takes into account where the student currently is at in their development, and builds on previous knowledge. 

• Diversity is understood to include all members of the learning community and is welcomed and celebrated.

• All teachers are responsible for creating a positive classroom climate conductive of supporting the learning of all students so they feel accepted for who they are, valued for their strengths, made to feel safe, and feel cared for. 

• All students in the school 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. 

• Learning environments are effective, welcoming, healthy and protective, and culturally and gender-sensitive for all learners.

• All behavior is viewed as a form of communication.

All SPS schools ensure that all students with disabilities are provided a Free and Appropriate Public Education (FAPE) as required by Section 504 of the Rehabilitation Act of 1973 through implementing and following students’ IEP plans and 504 plans. 

IEP Plans

Under the Individuals with Disabilities Education Act (IDEA), schools are legally required to provide special education services and related services to eligible students with disabilities. To be eligible for special education services, students must meet eligibility criteria in one of the 13 specific categories listed in IDEA, and the disability must adversely affect their educational performance. An evaluation for special education services is conducted to determine if a student qualifies for services. Once it is determined that a student does qualify for services, an Individualized Education Plan (IEP) is developed which outlines specific goals, accommodations or modifications, and related services that must be implemented. IEP teams are required to meet at least once per year to review and update a student’s IEP plan, and a re-evaluation must be conducted at least every 3 years to determine continued eligibility. Parent consent is required to conduct an evaluation, initially place students and provide services, and make changes to a student’s IEP. 

504 Plans

Under Section 504, eligible students can be provided accommodations and related services through a 504 plan. To be eligible, a student must “(1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment”. An evaluation is conducted to determine if a student qualifies under Section 504. If a student is found eligible, the 504 committee will develop a 504 plan which outlines the accommodations and related services that must be implemented. Periodic evaluation of the 504 plan is required, especially before making a change of placement (i.e. time spent outside the regular education classroom to provide a related service). Parents must be notified of a change of placement, but consent is not required. (https://www2.ed.gov/about/offices/list/ocr/504faq.html#:~:text=To%20be%20protected%20under%20Section,as%20having%20such%20an%20impairment) 

Speech Plans

If there is a concern for a student’s speech skills (articulation), a referral is made to the speech-language pathologist (SLP) with a speech support request. Following the request, the SLP will observe the student and determine what Tier of intervention, if any, is required for that student. Tier 1 is for resources provided to parent, Tier 2 is low intensity support from the SLP, and Tier 3 is high intensity support from the SLP. These services, called Speech Support Team (SST) are an alternative intervention program for students with mild articulation deficits. This is considered a regular education intervention and can be provided to all students. If the student is significantly unintelligible and not progressing through the Tiered interventions, then a student may qualify for speech services through an IEP.