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SILVEROAKSINTERNATIONALSCHOOLBANGALORE

INCLUSIVEEDUCATIONPOLICY

www.silveroaks.co.in

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SLNo Description PageNo

1

InternationalBaccalaureateOrganization&SilverOaksInternationalSchoolMissionStatements

3

2 IBLearnerProfile 4

3

InclusiveEducationPolicy&Learningfromthestageofadmissiontoinclusioninclassrooms

5-6

4Facilitatinginclusivelearning

7

5

RealizingtheSchool’sbeliefsandIBsStandardsinInclusiveeducation

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6

RoleoftheSchoolCounselor&specialEducator

9

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InternationalBaccalaureateOrganizationMissionStatement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through inter--� cultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

SilverOaksInternationalSchoolMissionStatement

To integrate in teaching and learning, the goals for conservation and social justice to develop civic virtues and emotional skills that can empower our acorns to be icons of personal and social change who will play leading roles in the transition to a sustainable future.

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IBLearnerProfile

Inquirers:Wenurtureourcuriosity,developingskillsforinquiryandresearch.Weknowhowto learn independently and with others. We learn with enthusiasm and sustain our love oflearningthroughoutlife.Knowledgeable:Wedevelopanduseconceptualunderstanding,exploringknowledgeacrossarangeofdisciplines.Weengagewithissuesandideasthathavelocalandglobalsignificance.

Thinkers:Weusecriticalandcreativethinkingskillstoanalyzeandtakeresponsibleactiononcomplexproblems.Weexerciseinitiativeinmakingreasoned,ethicaldecisions.

Communicators:Weexpressourselvesconfidentlyandcreativelyinmorethanonelanguageand inmanyways.We collaborate effectively, listening carefully to the perspectives of otherindividualsandgroups.

Principled:Weactwithintegrityandhonesty,withastrongsenseoffairnessandjustice,andwith respect for the dignity and rights of people everywhere.We take responsibility for ouractionsandtheirconsequences.

Open-Minded:Wecriticallyappreciateourownculturesandpersonalhistories,aswellasthevalues and traditions of others.We seek and evaluate a range of points of view, andwe arewillingtogrowfromtheexperience.

Caring:Weshowempathy,compassionandrespect.Wehaveacommitmenttoservice,andweacttomakeapositivedifferenceinthelivesofothersandintheworldaroundus.

Risk-Takers: We approach uncertainty with fore thought and determination; we workindependently and cooperatively to explore new ideas and innovative strategies. We areresourcefulandresilientinthefaceofchallengesandchange.

Balanced: We understand the importance of balancing different aspects of our lives —intellectual, physical, and emotional—to achieve well-being for ourselves and others. Werecognizeourinterdependencewithotherpeopleandwiththeworldinwhichwelive.Reflective: We thoughtfully consider the world and our own ideas and experience.Wework to understand our strengths andweaknesses in order to support our learning andpersonaldevelopment.

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InclusiveEducationPolicyInclusionisaprocessthataimstoincreaseaccessandengagementinlearning

forallstudentsbyidentifyingandremovingbarriers.Inclusionissmoreabout

respondingpositively toeach individual’suniqueneeds. Inclusion is lessabout

marginalizingstudentsbecauseoftheirdifferences.

(Learning diversity in the International Baccalaureate: Special educational needswithintheInternationalBaccalaureateprogrammes)SilverOaksfirmlybelievesinaninsideoutapproachtolearningwherecharacterfirst and competence next are the priorities. SilverOaks reassures every studentthathis/herself-esteemandself-worthis farmoreimportantthanaperformanceinassessment.Affirmingidentity,valuingpriorknowledgeandcreatingsupportiveenvironmentarethekeyfactorsinmakinginclusiveeducationsuccessful.SilverOaks respectsandappreciates thediverse learningneeds in students andrenders support and encouragement to all students with sincerity andcommitment. Providing inclusive education to all students is the primaryresponsibilityofSilverOaks.SilverOakshaschosentoadoptinquiry-basedlearningasitengageseverylearnerinhis/herownpace.Studentcentricmethodologyaccommodatesforindependentlearning styles and paces. Group learning methods and cooperative learningtechniquesessentiallymeetvaryingneedsofstudents.Asadditionalsupport,schoolworksonidentifyinglearninggapsanddisordersandusestheservicesoftrainedspecialeducatorandcounselortohelpinbuildingthegaps.Allteachersareexpectedtoassessthepriorknowledgeoflearnersthroughatestand plan their teaching designs according to the diverse needs of students.Differentiated instruction, assessments and home tasks help in supporting thediverseneedsofstudents.Bydesign,multiple intelligencesanddiverselearningstylesareunderstoodbyallteachersandaccommodatedinallteaching/learningengagements.

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FromthestageofadmissiontoinclusioninclassroomsAtthetimeofadmissions,allstudentsgothroughaninductionProgramme,whichiswritten, aswell asoral.Transcriptsof the samearecurated.Teachers,parentsandstudentsrefertothesecuratedrecordsfromtimetotime.Incasesoflearninggaps,parentsaretakenintoconfidencewhilepreparingthedossierofthestudent.All remedial steps are well planned to help the student cope. Where need be,externalprofessionalhelpissoughtfordesigningtheremedialaction.Incaseofstudentswithahistoryofspecialneeds,theyengagewiththeHeadoftheschool, Special educator and year level teachers for better understanding.Conversationswithparentsandobservationsofthechildarerecordedandusedforfuturereference.Admissionisgiveniftheschooliscapableofprovidingtherequiredsupporttothestudent.

Incaseswherethereisnohistorybutidentifiedwithspecialneeds:

• Teachers try to understand the evident gaps between year levelexpectationsandageofthestudent.

• Teachersuseachecklistdesignedbythespecialisteducatortounderstandtheneedsofthestudent

• Teachers observe academic, behavioral, emotional difficulties in thestudents.Dependingontheneed,theteachersorspecialeducatorwilltakecareofthestudent.

• Diagnostic testsareconductedtounderstandtheneedsof thestudent. Inallremedialplans,parentsareincluded,andteachersextendsupporttothespecialeducator.

• If the child exhibits behavioral concern, he/she is referred to studentcounselorforregularcounselingsessions.

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FacilitatinginclusivelearningAharmonious and positive climate is diligently built across the school tomakeeverystudentfeelemotionally,sociallyandphysicallysafe.Teachers provide differentiated learning opportunities for all and providematerials appropriate to their interests and abilities. This ensures that allstudents have a full access to the school curriculum. Individual progress is themainindicatorofsuccess.

Differentiation happens in content, process, product andenvironment.Arrange of learning opportunities is provided to all. School has a resource roomwherethespecialeducatorsupportsstudentswhoneedspecialtutoring.Thiseducationalsupportisdesignedtomakesuretheinclusionmodelisinpositionthatthesestudentsgetadjustedtotheregularclassroominstruction.

Thespecialeducatorundertakesresponsibilitiessuchasidentifyingtheneedsofastudent,planningaProgramme that suits the child, communicating the student’srequirements with the regular classroomteacherandhavingafollow-upprogrammeforstudentswiththeirindividualneeds.Throughthespecialeducationcenter,Schoolsupportschildrenwithvariouskindsof challenges such as Learning disabilities, slow learners, Asperger’s Syndrome,MildhearingImpairmentandADD/ADHD.Accommodationsareprovidedbyexternalexaminationsfortheboardsdependingon thecurriculumoptedby thechildwithspecialneeds.Specialaccommodationsduring theboards as requiredby the students shall be applied in advance to theexternalexaminationdepartment.

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Realizing the School’s beliefs and IB standards in Inclusiveeducation

• Individual Education Plan (IEP)- An Individualized Education Plan ismaintainedforallthestudentswithspecialneedsaftertheassessmentinordertoenhancetheskillsthataredeficientfortheoverallperformanceofthestudent.

• Individual case files are maintained to record the progress of eachstudentwithspecialeducationneeds.

• Communication of the student’s progress and other details happensthrough timely emails, telephone conversation with the parentsperiodically.

• Theformativeandsummativetasksaredifferentiatedusingassessmentstrategiesandtoolsaccordingtothechild’sabilities.

• The student’s progress is recorded periodically either by the teacher orspecialeducator.

• Studentswith special needs get adetailed anecdotal report at the endofeachterm.

• All year level teachers regularlymeetwith special educators in order tocollaborateon curriculumandassessment, to reflecton student learning,andtoplanfordifferentiation.

Cultureoflearning

AtSilverOaks,acultureof learning isdiligentlycreated toencouragestudents,teachersandparentstothriveinthepositivelearningclimateandreapthebestoutofit.Makingthelearnerasanagentandencouragingthelearnertobuildalearningagencyrealizestheloftygoalsofinclusiveeducation.

RoleoftheSchoolCounselor&SpecialEducatorThe counselor nurtures, guides, and supports the social and emotional lives ofstudents,providingguidanceinsocialskillsone-on-one,insmallgroups,orwiththelargerclassroominconjunctionwiththeteacher.As a special educator, she guides the teachers on identification of commonlearning gaps in students. She also prepares a checklist for teachers tounderstand students with special needs. Sharing her time between classroomobservations and giving support to studentswith special needs, counselor cumspecial educator plans her time effectively to realize the inclusive educationpolicyoftheschool.

While addressing the academic, social, and emotional needs of students, thecounseloralsoactsasabridgebetweenteachersandparents,workingtocreateanenvironmentwhereeverystudentwillhave the tools theyneed to fulfillourschoolmission.

SustainingtheGoalsofInclusiveeducationAcommitteecomprisingofDirectorEducation,PrincipalandCoordinatorsalongwith teacherswillperiodically assess the realizationof thispolicy.Dependingontheneeds,recruitmentofmoretrainedstaffwillbedonetoensurethatallstudentsthriveinthelearningenvironmentoftheschool.

Bibliography

ProgrammeStandards&Practices,OnlineCurriculumCentre, IBO2014.Webaccess16thJanuary2014

(Learning diversity and the IB Programmes: Special educational needs within the InternationalBaccalaureateprogrammes,2010:3),OnlineCurriculumCentre,IBO2014.Webaccess17thMarch2014.