INCLUSION POLICY in Al Firdaus
Every child has his own character, talents and development and own sensitive period. The base and purpose of education are children (Montessori, 1952). Inclusive education has a basic principle that as long as possible, all children should learn together without regard to the difficulties or differences that might exist in them. Al Firdaus World Class Islamic School (AF WCIS) applies inclusive education at all levels of education, starting from PYP (Early Years and Primary Years Program), MYP and High School.
We are happy to undertake this responsibility within our school and programs. In the context of the School, special educational needs are also taken to mean specific physical, emotional or mental health issues that may affect a student’s ability to learn effectively. We as an IB school adopt framework of IB special education need. In specific to IB Programmes, the school is committed to provide equal opportunities to the students of special educational needs.
The purpose of this policy is:
a. To be a reference for the implementation of the Qur’an at Atin: 4, which teaches that Allah Ta’ala has created man in perfect condition.
b. To ensure that the process of education and education services at AF WCIS is held by upholding the dignity and respect of student’s base on equality, non-discrimination and justice.
c. To ensure that each student gets a process of learning and self-development according to their needs.
d. To emphasize that every student, teacher and staff in the AF WCIS are encourage to embody the IB learner profile, including supporting them to fostering compassion and respect each other.
a. Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers (Learning Diversity and Inclusion in IB Programmes:2016:1).
b. Special education needs refers to many student who shows a need for extra support or for challenge beyond the general curriculum. We recognize the wide spectrum of needs and abilities along a continuum, including students with learning disabilities as well as the gifted and talented.
c. Assessment is a part process of student enrollment which are involving psychologists, therapists, pedagogues, and medical staff due to individual profiling and recommendation of special education needed.
d. Individual education program (IEP) is learning documents for student with special needs according to the conditions and motivation of students, designed by team (teachers, principals, parents, therapists, pedagogues and students-whenever possible).
In the practice, AF WCIS inclusion and diversity action at PYP, MYP and High School level can be grouped into three phases:
1. Enrollment phase
2. Teaching and learning phase
3. Assessment/Examination phase
1. Enrollment Phase
The enrollment phase is initiated at the enrollment stage and consists of series of identification and interview with the parents and student. Student with special need will follow a series of identification processes, consist of occupation, academic, psychology and behavior. Where necessary, in consulting with the pediatrician due to some problems related to child development. Student should inform us about supporting documents (such as psycho-educational assessment reports, medical record or else). If supporting document are outdated or are incomplete, parents and applicant will be advised renew.
We have a unit service, called PUSPA, which provide a series of identification and parent’s interview for student with special need. PUSPA will make some recommendation due to individual education program and or therapy needed.
If it is agreed that the school is able to manage the student’s needs successfully and admission to the program is granted, PUSPA will call for meeting with principal, psychologist, therapist, parents and student to gain insight into the specific learning difficulties and how best to accommodate the student.
Teaching and Learning Phase
Teaching and learning phase will endeavor to promote individual student achievement, helping to build self-esteem and meet the individual learning needs of those students and improve their inclusion in the mainstream classroom. Some students are accompanied by a shadow teacher.
Classroom support for all students with special education need and abilities may include curriculum modification, therapy, enrichment activities, classroom accommodations, small group instruction, peer tutor, or else.
When it is determined that a student would benefit from additional support outside of the classroom, pull out services are provided to meet academic, social or behavioral needs. Pull out services will held by an inclusion coordinator and team. Additionally, a series of therapy may provide by PUSPA further support to some students.
Data relating to the academic achievement of all students is confidential. Progress of students will be monitored and documentation of all services provided will also be used to revise individual education program on an annual basis (or situational depend on each case progress). The inclusion coordinator compile all document and share it to homeroom teacher, principal and parents on case conference. This forum is needed for updating report and follow up to be done. When students change schools or move to another, all cumulative folders will also be transferred.
All teachers will utilize a variety of formative assessment to determine the individual student needs and abilities and to tailor subsequent instruction. Whenever possible, teachers will develop summative assessment that are differentiated to provide necessary modification, challenges and student choice.