Embedded Files
Guidance on the creation of an inclusion policy, including all expectations, interactions with practices and requirements, and resulting questions for self-reflection.
EXPECTATIONS: Identify all legal requirements
EXPECTATIONS: Identify all legal requirements
Culture 2.2
(0301-02-0200)
The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance.
What local / national legal requirements does the school have to comply with in relation to access and inclusion?
To what extent are the requirements consistent with IB requirements?
EXPECTATIONS: Outline the structure and process it uses to comply with legal requirements
EXPECTATIONS: Outline the structure and process it uses to comply with legal requirements
Culture 2.2
(0301-02-0200)
The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance.
What structures and processes are in place to comply with legal requirements?
Which additional structures and processes have been implemented to comply with IB requirements if some of these are different from the legal requirements?
EXPECTATIONS: Describe the rights and responsibilities of all members of the school community.
EXPECTATIONS: Describe the rights and responsibilities of all members of the school community.
Student support 1
(0202-01)
The school provides relevant human, natural, built and virtual resources to implement its IB programme(s).
How does the school ensure that all learning spaces and environments, and the learning experiences that take place in them, are inclusive and accessible for all students?
Student support 2
(0202-02)
The school identifies and provides appropriate learning support.
What systems are in place for the school to be able to identify the learning needs and challenges of all students?
How does the school guarantee support for students with identified learning challenges?
does the school guarantee support for the learning needs and preferences of all students?
Student support 3
(0202-03)
The school fosters the social, emotional, and physical well-being of its students and teachers.
Which systems, processes and policies are in place for students and teachers to feel safe, included and appreciated?
In what ways is well-being prioritized in the school?
Student support 4
(0202-04)
The school provides guidance and support that help students succeed in its IB programme(s) and plan for the next stage of their educational and/or career-related experiences.
Which guidance and support are provided to all students in their transition to their post-school educational or career-related experiences?
Which additional support is provided to students with learning support needs?
Teacher support 3
(0203-03)
The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s).
Which support are teachers given so that they can plan and implement inclusive practices for students with identified learning challenges and, more broadly, for the diversity of student interests, levels of readiness and learning preferences?
How is collaborative planning time used in order to deepen teachers’ knowledge and understanding of inclusive education practices?
Lifelong learners 1.2
(0402-01-0200)
The school implements and reviews processes that actively engage students in their own learning.
In which ways are students encouraged and enabled to become aware of their own learning preferences, profiles and needs?
Which opportunities are provided for students to demonstrate agency in the planning and monitoring of their learning?
Lifelong learners 3.1
(0402-03-0100)
Students and teachers engage in learning experiences that are designed to include opportunities for students to collaborate.
How are learning experiences designed and implemented so that diversity, and different personal and cultural identities are recognised, accepted and valued?
Lifelong learners 6
(0402-06)
Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.
How are students supported for them to be able to set individual goals that are challenging but realistic?
How are students encouraged to keep track of their progress in their individual learning trajectories?
Lifelong learners 7.1
(0402-07-0100)
The school provides opportunities for students to explore and develop their personal and cultural identities.
Which opportunities are provided to students in order to discover, develop and value their individual personal and cultural identities?
Approaches to teaching 4.2
(0403-04-0200)
Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning.
How are students supported in the planning of their own learning in relation to their different levels of readiness?
To what extent are students provided with multiple means (of representation and of action and expression) to demonstrate their learning?
How are students supported in order for them to be able to assess their own progress?
Approaches to teaching 4.3
(0403-04-0300)
The school provides opportunities for students to collaborate based on their strengths and abilities.
In what ways is collaborative work internationally planned so that students have opportunities to learn the value of differences and diversity?
How does collaborative work implemented in the school so that students can interact with other students of both similar and different interests, levels of readiness and learning preferences?
Approaches to teaching 5
(0403-05)
Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.
How do teachers plan and implement inclusive practices which address both individual learning challenges and strengths?
Approaches to assessment 1.1
(0404-01-0100)
Students and teachers use feedback to support stated outcomes and expectations, in accordance with IB philosophy and assessment documentation.
In what ways is feedback individualized and differentiated in order for it to be comprehensible and actionable to every student?
Approaches to assessment 2
(0404-01-0200)
The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.
How does the school guarantee that every student will be able to demonstrate their ability in ways that are as fair and inclusive as possible?
EXPECTATIONS: Clearly states the school's vision for implementing inclusive IB programmes
EXPECTATIONS: Clearly states the school's vision for implementing inclusive IB programmes
Culture 2.3
(0301-02-0300)
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.
What is the school’s vision for inclusive education? Which educational frameworks or theories is it informed by?
How does the school’s vision align with IB guidelines?
Student support 1
(0202-01)
The school provides relevant human, natural, built and virtual resources to implement its IB programme(s).
To what extent do the school’s human, natural, built and virtual resources support the school’s view on inclusive education?
Teacher support 3.1
(0203-03-0100)
The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection.
How does the school ensure that its vision of inclusive education is shared by teachers?
How does the school enable and facilitate the implementation of inclusive practices in the classroom?
How is inclusive education prioritized in collaborative planning time?
Coherent curriculum 1.6
(0401-01-0600)
The school demonstrates that the curriculum is influenced by an understanding of students’ prior knowledge, identities, backgrounds, needs and contexts.
To what extent does the school curriculum reflect its vision of inclusive education?
How does the curriculum offered by the school cater to the variety of needs and interests of its student population?
EXPECTATIONS: Includes evidence of a review process such as the date of the most recent review.
EXPECTATIONS: Includes evidence of a review process such as the date of the most recent review.
Culture 2.2
(0301-02-0200)
The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance.
How often does the school review compliance with legal requirements?
Culture 6
(0301-06)
The school implements, communicates and regularly reviews its IB-mandated policies to ensure they are cohesive and reflect IB philosophy.
How does the inclusion policy interact with the other IB-mandated policies?
How does the school make sure there is consistency across policies?
Student support 2.1
(0202-02-0100)
The school implements and reviews systems and processes to identify the needs of students.
Which systems and processes are used to identify the varying needs of students?
How often are they reviewed?
Approaches to assessment 3.2
(0404-03-0200)
The school regularly reviews and ensures compliance with all access arrangements.
How regularly does the school review compliance with all access arrangements?
AVAILABLE RESOURCES
AVAILABLE RESOURCES
Developing and aligning a school inclusion policy with the programme standards and practices
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