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Ib Language policy self-reflection guide

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Guidelines for developing a school language policy

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Please complete the brief survey by clicking on the attachment that you see associated with this post. Click on the File below and select "Open it in a new window" to add your information. Thank you! 

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Please complete the brief survey by clicking on the attachment that you see associated with this post. Click on the File below and select "Open it in a new window" to add your information. Thank you! 

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Denver Coordination Cat 1 Participants Survey Nov 2019

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Add a comment or question below if anything comes up in our discussion

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Promoting International Mindedness in Our Schools

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* Interdisciplinary subjects are marked with an asterisk.

Interdisciplinary subjects enable students to meet the diploma requirements for two groups, whilst studying one subject. Students then select another subject to complete the requirement of six.

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Learn more about the International Baccalaureate® Diploma Programme's curriculum and the subjects it includes.

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Guidelines for developing a school assessment policy

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Why an IB guide to inclusive education?

In the publication Learning diversity in the International Baccalaureate programmes (2010), the IB states, "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 learning communities." IB Programme standards and practices documents the practices required by schools to demonstrate their support for learning diversity.

The IB expects that schools will be in different places along their inclusion journey. The guide has been designed to support this journey and the associated ongoing process of:

increasing access and engagement

removing barriers to learning.

Taking into account the learner profile and its importance in empowering students and the IB Programme standards and practices, the guide is specific to IB World Schools. It is designed to facilitate inclusive school development by increasing awareness and knowledge in the field of inclusive education and provoking discussion through reflection and inquiry. The statements and review questions, taken together, provide a self-review process that IB World Schools and IB staff can use to explore, inquire, reflect, define and plan for inclusion in their specific context.

The IB and inclusion

What it means to be an IB World School is articulated in the Programme standards and practices. The following practices require schools to demonstrate their support for learning diversity.

A9. The school supports access for students to the IB programme(s) and philosophy.

B1:5. The school develops and implements policies and procedures that support the programmes.

B2:8. The school provides support for its students with learning and/or special educational needs and support for their teachers.

C1:6. Collaborative planning and reflection incorporates differentiation for students' learning needs and styles.

C3:10. Teaching and learning differentiates instruction to meet students' learning needs and styles.

Inclusion supports the democratic process by teaching through the learner profile so that all students, including those with learning support requirements, are equipped to exercise their rights and accept their responsibilities as citizens in mainstream social life. As detailed in What is an IB education? (2013), IB programmes aim to increase access to the curriculum and engagement in learning for all students, and therefore the terms "inclusion" and "inclusive education" refer to a broad understanding that embraces the diversity of learners and all minority groups. Inclusion is achieved through a culture of collaboration, mutual respect, support and problem solving. "Dynamic learning communities" refers to the whole school community, and any work on developing inclusion should not forget the voices of all learners, their parents and caregivers, support staff and non-teaching staff.

Students are at the centre of international education in the IB, with their own learning styles, strengths and challenges. Students aged 3-19 come to school with unique and shared patterns of values, knowledge and experience of the world and their place in it (IBO 2013: 3). It is the responsibility of the school and the leadership team to put in place processes to remove barriers to learning for every member of the school community. Barriers to learning may be found in the way schools are organized and resourced, their cultures and policies, the approaches to teaching and learning, the physical aspects of buildings and the ways in which individuals within the school community interact with each other.

The four principles of good practice (refer to page 5 of Learning diversity in the International Baccalaureate programmes (2010) for more information) identified by the IB as promoting equal access to the curriculum for all learners are: affirming identity and building self-esteem, valuing prior knowledge, scaffolding and extending learning. Student learning is enhanced when these four principles of good practice are considered in conjunction with the IB approaches to teaching and learning, which are those deliberate strategies, skills and attitudes that permeate the teaching and learning environment. The IB definition of differentiation (IBO 2010: 4) is stated as a way of thinking about teaching and learning; it is a process of identifying with each learner the most effective strategies for achieving agreed goals.

Note: The guide is not a definitive or stand-alone document on inclusive education, and it should be used with a range of other resources, both IB (see "Resources and references") and non-IB, to support your journey in your context.

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The IB guide to inclusive education: a resource for whole school development

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In the publication Learning diversity in the International Baccalaureate programmes (2010), the IB states, "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.

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The new guide from the IB