Canadian International School Bangladesh Inclusion Policy

Canadian International School Bangladesh Assessment Policy

Canadian International School Bangladesh
Inclusion Policy
Mission Statement
Through the promotion of academic excellence, CISB strives to develop individuals for our society
who, through understanding, tolerance, and respect, will help to create a safe place where children
become lifelong learners, where excellence is tempered with compassion, and where success is
moderated by spiritual understanding.
Name of the Document: Inclusion Policy
People Responsible for Inclusion Policy:
1. Janice Smales(Principal)
2. Dewan Mehtauddin (DPC)
Communication
Channel and
Availability:
1. Official Web Page
2. Teachers’ Hand Book
Target Audience: Any Internal and External Stakeholders of the school including but
not limited to Students, Parents, Teachers
Policy Effective
Date:
September, 2023
Last Review Date: July 15, 2023
Next Review Date: July 6 ,2024
Policy Review
Criteria:
Annually
Policy Review
Team:
Principal, DPC, All IBDP teachers,
Policy Philosophy:
CISB welcomes all children and is committed to providing developmentally appropriate early
learning and development experiences that support the full access and participation of every child.
We believe that each child is unique and work in partnership with families and other professionals
involved with the child to provide the support every child needs to reach their full potential.
In addition, CISB fully supports DP inclusion principles of an inclusive education as described in
the IB document, “Meeting Student Learning Diversity in the Classroom.”
● 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 values 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 though 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 school community 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 considered
● All students in the school community 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
Candidates Eligible for Inclusive Assessment Arrangements
As specified in Diploma Program Assessment Procedures (IBO. P. 56) candidates with the
following special educational needs are eligible for inclusive arrangements:
● Learning disabilities
● Specific learning disabilities
● Communication and speech difficulties
● Autism spectrum disorders
● Social, emotional and behavioral challenges
● Physical, sensory, medical or mental health issues
● Additional language learners
Applicationsfor Inclusive Assessment Arrangements
The IB Coordinator uses the following procedures to ensure access arrangements for students with
inclusive assessment needs.
● Each fall, the IB Coordinator requests, from the admissions officer, a data report that
identifies all students enrolled in an IB course who also have an identified special need (IEP
or Health condition) that may require assessment accommodations
● The IB Coordinator collaborates with parents, teachers, outside specialists and health
professionals to verify the necessary assessment arrangements and collect supporting
documentation
● The IB coordinator submits a request for inclusive assessment arrangements to the IBO
through IBIS
● After receiving approval for the inclusive assessment arrangements, the IB coordinator
adjusts the assessment calendar and invigilator roles as necessary
● The IB coordinator/Specialized Teacher meet with each student individually to explain his
or her individual assessment access arrangements
● The Principal/Specialized Teacher make every effort to train teachers in methods to
identify learning diversity and some basic skills to deal with such students in the
classroom
Supporting Documentation
In order to submit requests for access arrangements, two forms of supporting documentation are
required to be uploaded to the online application “Request of inclusive assessment arrangements”.
The first document is a psychological/psycho-educational medical report from a psychological or
medical service and the second is education evidence from the school (i.e. previous IEP).
Inclusive Assessment Arrangements
As listed in candidates with assessment access requirements the following inclusive access
requirements can be authorized by the IB:
● Access to modified papers – modifications can normally be made to examination papers
for candidates with visual challenges or specific learning difficulties.
● Access to additional time – additional time may be authorized for written examinations
and for certain activities connected to internal assessment according to the candidate’s
assessed needs. The amount of additional time given to a candidate is directly linked to the
degree of access requirement. For a large number of candidates, eligibility for additional
time and the amount of time authorized will be dependent on the standard scores on
psychological reports.
● Access to writing – candidates who require inclusive assessment arrangements to access
writing may be authorized a scribe, word processor, word processor with spell check/speech
recognition software and transcripts
● Access to reading – candidates who require inclusive assessment arrangements to access
reading may be authorized a reader or reading software
● Access to speech and communication – candidates with speech and communication
difficulties may need inclusive assessment arrangements to access some assessment
components. The use of communicators or augmentative speech equipment may be
authorized in these circumstances
● Access to calculators – a standard score of 90 or less in a test of mathematical fluency
entitles a candidate to be eligible to use a four function calculator
● Access to practical assistance – in order to be eligible to use practical assistance as an
access arrangement, a candidate must show evidence of a physical, sensory or medical
challenge. It is particularly suited to situations where there is a concern for a candidate’s
health or safety
● Access to extensions to deadlines – a candidate must show evidence of a medical or
psychological challenge that has genuinely prevented them from completing work in time
for the coordinator to submit the work
● Access to exemptions from assessment – if an assessment component or part demands a
psychological function that a candidate is not able to perform, an exemption may be
authorized. Before submitting a request for an exemption from a component, careful
consideration should be given to whether all reasonable adjustments have been considered
Procedures: Admissions
CISB encourages diversity in all aspects of the school. Each application is reviewed on a case by
case basis for enrollment. Children with varying abilities are accepted and will be given equal
opportunity for admission.
Students entering Grade 10 will be registered based on learning abilities. In some cases, the
parents will be required to submit a psycho-educational assessment that explains the child’s
cognitive ability and any specific needs that need to be put in place for success. Students entering
the Nova Scotia Program will have their courses adapted to meet their needs as “modified”
students.
Students entering the IBDP program in Grade 11 will be assessed for suitability and must possess
the necessary attributes, organizational skills, and academic record for admission.
Inclusive Environment
Differentiation
Inclusive educational practices and diversity are integral to the DP program. All students enrolled
in the IB program should receive meaningful and equitable access to the curriculum. Enhancing
the motivation to learn from multiple perspectives and using collaborative teaching approaches
can lead to positive outcomes for all students. Teaching generic learning strategies separately
from teaching academic content tends to result in students’ failure to apply these strategies when it
really counts, which is in learning academic content as well as daily living.
Educators at CISB use developmentally appropriate practices and consider the unique needs of all
children when planning. Staff will make every attempt to make any adaptations or modifications
necessary to meet the needs of the children. Teachers new to IB programs may require factual and
procedural knowledge when teaching students with special needs, such as: information about
factors that affect a student’s learning, particularly with regard to inquiry-based learning, how best
to respond to the student’s needs, how to differentiate and match teaching approaches to the
student needs, as indicated in the school’s policy knowledge of technology that has assisted in
alleviating and removing barriers to learning. If all these aspects are addressed in some way then
it is possible for transformational learning to take place, enabling the majority of students to
express their deep understanding and critical thinking in a variety of ways.
Inclusion
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 earning communities. Inclusion is more about responding
positively to each individual’s unique leaning needs. Inclusion is designed to prevent the
marginalization of historically oppressed student groups.
The IB supports the following principles of an inclusive education:
● Inclusion is a process by which schools and others develop their cultures, policies and
practices to include all students
● An inclusive education service offers excellence and choice, incorporating the views of all
stakeholders
● The interests of all students must be safeguarded
● The school community and other authorizing bodies should actively seek to remove barriers
to learning and participation
● All students should have access to an appropriate education that affords them the
opportunity to achieve their personal potential
● With the right skill training, strategies and support, the majority of students with special
educational needs can receive an education within the general education setting
Confidentiality
Confidentiality applies to all verbal and written information about potential, enrolling and
previously enrolled children and their families. All staff will be briefed on the need for
confidentiality and will be expected to fulfill their obligation to respect the protection of privacy.
Written records will be stored in a secure location with access limited to the principal and the DP
Coordinator. No information will be released about a child and the parent/legal guardian during
enrolment or transition to another receiving program or school without first receiving the written
permission of the parent/guardian.
References:
1. Success for all learners, Manitoba Education document, 1996
2. Access and Inclusion Policy, IB, 2018
3. Learning diversity and inclusion in IB programs, 2016

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