INCLUSION POLICY

School-gymnasium 201 recognizes that every learner is unique and possesses diverse talents, abilities, and learning styles. We are committed to creating an inclusive and equitable learning environment where all students feel valued, respected, and supported in reaching their full potential. This policy outlines our commitment to inclusive practices and outlines strategies to ensure all students, regardless of their background, abilities, or learning needs, have equal access to quality education and opportunities for success.

Purpose and Scope: This inclusion policy outlines how we, as a school community, provide equitable access to education for all students. It aligns with international best practices, including the principles of the IB Access and Inclusion Policy, and focuses on ensuring full participation in learning, teaching, and assessment. This policy applies to students across all grades and programs offered by our school.

Principles

• Respect for Diversity: We celebrate and value the diverse backgrounds, cultures, languages, and perspectives of all our learners.

• Equity and Fairness: We strive to create an equitable learning environment where all students have equal opportunities to learn and succeed, regardless of their background, abilities, or learning needs.

• Accessibility: We are committed to providing accessible learning environments and resources for all students, including those with disabilities.

• Collaboration: We foster a collaborative environment between students, teachers, parents, and the wider school community to support the learning and well-being of all students.

• Differentiation: We believe in differentiating instruction to meet the diverse learning needs and styles of all students.

• Positive Learning Environment: We strive to create a positive and supportive learning environment that promotes respect, empathy, and understanding.

Identifying Barriers to Learning. Barriers to learning, teaching and assessment may include:

• Language: Students whose first language is not the language of instruction.

• Cultural Differences: Adjusting to new or unfamiliar cultural contexts.

• Physical and Medical Challenges: Impairments that impact mobility, vision, or overall health.

• Intellectual and Learning Differences: Including giftedness, cognitive delays, or specific learning difficulties.

• Mental Health and Emotional Well-being: Anxiety, depression, or social withdrawal.

• Socio-Emotional Challenges: Difficulties in communication or forming relationships.

Approach:

• Gather insights through classroom observation, parental feedback, and professional assessments.

• Create Individual Education Plans (IEPs) where necessary to outline support strategies and accommodations.

Implementation and Support

• Collaboration: Teachers, parents, and the Inclusion Coordinator work closely to implement access arrangements.

• Regular Monitoring: Support plans are reviewed periodically to ensure they remain effective.

• Alignment: Classroom strategies align with access arrangements provided during assessments to ensure consistency.

• Confidentiality: Student data and needs are handled with utmost confidentiality.

Roles and Responsibilities

• Teachers: Adapt teaching methods and provide differentiated instruction.

• Inclusion Coordinator: Facilitate the identification of barriers and oversee the implementation of accommodations.

• Parents/Guardians: Collaborate with the school to provide insights into students' needs.

• Students: Actively engage in their learning journey and communicate their needs.

• IT Support Staff: Provide technical assistance to students and teachers for online education tools and platforms.

Professional Development Our school invests in continuous professional development for staff, focusing on:

• Inclusive teaching strategies

• Use of assistive technologies

• Universal Design for Learning (UDL)

• Mental health awareness and support techniques

Individualized educational program (Home education)

We do have students who are being individually educated at home. Teachers follow a specific schedule for them and provide instruction at their homes. The start and end dates of the school year, as well as the duration of holidays for a student in individualized education, align with the schedules established for general school education.

Graduates who complete an individualized educational program are awarded a state-recognized document certifying the corresponding level of education.

Participants in the educational process:

• Parents (legal representatives) of students with disabilities assigned to individualized home education must create conditions for conducting individual lessons at home, attend classes whenever possible, follow the teacher's recommendations, and assist the student with homework.

• The educational organization provides the child with the necessary textbooks and educational materials.

• During individualized home education, the teacher maintains a record of the student’s knowledge and a dynamic observation diary tracking the student’s development.

• At the end of each academic semester, the teacher submits a report to the school administration on the student’s progress in mastering the curriculum.

Monitoring and Evaluation

• Annual Review: The Inclusion Policy is reviewed annually to ensure its effectiveness.

• Feedback Mechanisms: Input from teachers, students, and parents is considered during reviews.

• Documentation: Records of access arrangements and their impact are maintained to inform future practices.

• Technology Review: Regular evaluation of tools and platforms used for online education to ensure they meet the needs of students.

As an IB candidate school, we are committed to fostering an inclusive environment that reflects our mission of developing inquiring, knowledgeable, and caring individuals. We strive to empower all students to achieve their potential and contribute meaningfully to their communities.