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Inclusive access arrangements- Decision pathway

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Learning Diversity and Inclusion in IB Programmes

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Learning Diversity and Inclusion in IB Programmes

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Barriers to learning on pages 4-6

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Reading 1: Removing barriers to learning: ways to promote inclusion in your school

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Reading 1: Removing barriers to learning: ways to promote inclusion in your school

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Removing barriers to learning: ways to promote inclusion in your school

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The Dwight School in New York (USA), Chadwick International in South Korea, and Alvin Dunn IB World Elementary School in California (USA), share how they've used the IB's inclusion policies to create a positive learning environment for all students that struggle in their studies for whatever reason, eliminating the stigma on learning disabilities.

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Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers to learning. It involves change and is facilitated in a culture of collaboration, mutual respect, support and problem solving and, according to the IB, it's a "whole-school educational approach to which all schools should aspire."

However, there are many misconceptions and misunderstandings surrounding what inclusion is, and what it is not. Dr Jayne Pletser, IB Curriculum Manager for Inclusive Education, and Dr Kala Parasuram, IB Assessment Access and Inclusion Manager, speak to IB World magazine to dispel myths and explain how schools can ensure they are meeting the needs of all students.

Myth #1
"The IB Diploma Programme (DP) is not suited to students with identified learning challenges"
This is a common misconception. Every year, thousands of students with learning challenges successfully go through the DP and are appropriately supported where needed.

Myth #2

"It's the student and their parents' responsibility to remove barriers to learning"

It's the responsibility of the senior leadership team and school board, in consultation with educators, learning support professionals, parents, students and all stakeholders, to put processes in place to remove barriers to learning. Also, every teacher should ensure that each student is exposed to teaching and learning that suits them as individuals.

Myth #3
"Inclusion is only appropriate when students have identified learning challenges"
It's not just about learning challenges. Inclusion addresses barriers to learning and the IB lists the following five: School organization and resources; cultures and policies; approaches to teaching and learning (ATL); buildings and physical obstacles; and relationships among the community.

For more information, please visit the OCC > Support areas > Inclusive education/Special educational needs > SEN publications > Learning diversity and inclusion in IB programmes.

Myth #4
"Inclusion strategies are based solely on differentiating the curriculum"
The IB identifies six ways to extend learning for all students. These are:

1. Create optimal learning environments that celebrate and embrace the diversity of all learners

2. Use technology that is accessible to all learners

3. Develop collaborative learning activities that include initiatives with shared goals and involve all members of the school community

4. Promote ATLs that develop affective and metacognitive skills, and encourage students to view learning as something that they do for themselves in a proactive way

5. Create accessible assessments in terms of design, content and medium

6. Teach to variability, which includes differentiation and Universal Design for Learning (UDL) - a framework for curriculum development that provides all students with equal opportunities to learn.

For more information, please visit the OCC > Support areas > Inclusive education/Special educational needs > SEN publications > Learning diversity and inclusion in IB programmes.

Myth #5
"Modifying assessment is the only way of meeting learning challenges"
There are many ways to meet different learning challenges. Using UDL to develop standard assessments would reduce barriers and make them more accessible.

For example, using simple rather than complex language makes the assessment more accessible, as does removing visual clutter and other irrelevant elements that do not pertain to what is being tested.

Schools can also support students with inclusive arrangements, such as extra time or the use of a reader, scribe, prompter or speech recognition software. It's important that arrangements are planned according to individual student needs. Requests for authorization of these arrangements for the examinations can be sent to the IB.

Reasonable adjustments, which are unique to a particular student, are another way to meet learning challenges. For example, in the past, the IB has addressed social phobias and anxiety by authorizing oral assessment over telephone and Skype. The IB works with schools to devise the best way to support students.

Myth #6
"Inclusion looks the same in all schools"
Every school is different. Inclusion policies are contextual, and may depend on national legislation.

Myth #7
"The IB specifies models of inclusion that schools are required to follow"
The IB does not specify the content or format of a policy, but suggests that an effective inclusion policy will articulate practices and procedures developed to remove barriers to learning and address the following:

* Reflect the school's mission and values.
* Articulate the school's vision on inclusion.
* Explain practices and procedures developed to remove barriers to learning.
* Be in accordance with local legislation and school policy, and consistent with the organization's expectations as stated in the IB standards and practices.
* Be accessible to the whole school community.
* Link with the school's policies
* Be regularly reviewed at designated intervals in the school development cycle.
* Be clear about limitations to inclusion and how future school development addresses this.

Myth #8
"Only schools that admit students with learning challenges need inclusion policies"
Schools that offer the Middle Years Programme (MYP) and DP are required to write an inclusion policy. However, it is good practice for all schools and all IB programmes to create an inclusion policy.
For more information, please visit the OCC website or contact inclusion@ibo.org

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Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers to learning. It involves change and is facilitated in a culture of collaboration, mutual respect, support and problem solving and, according to the IB, it's a "whole-school educational approach to which all schools should aspire."

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1. Choose one of the readings or reflect on a situation at your school that is creating a barrier to inclusion.

2. Describe the situation.

3. Identify what you believe is the barrier to learning that either exists or existed (pages 4-6 in the Learning Diversity and Inclusion) and explain why.

4. How can this barrier can be removed?

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Student apathy is rampant. It seems to be endemic and generational in many respects. Students don't see the value in learning because they don't see the possibilities available to them on a much larger scale.

One solution is to expand the students' experiences outside of the school and their immediate community. Incentivize learning in a way that is meaningful to them.

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I am focused on, "the school does not provide inclusive assessment arrangements and reasonable adjustments for learning and assessment across all IB programmes." This issue seems to crop up in our History classes especially, as students are assessed largely based on reading/writing ability and supports/differentiation for all learners are not always evident. Most work is completed individually which leaves behind students who benefit from learning communities and group discussions of topics.

How can this barrier be removed: IDK. Been fighting this barrier for years. Need new ideas.

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Not asking for help or asking questions because of anxiety around stigma

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Not asking for help or asking questions because of anxiety around stigma

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A combination of culture, teaching practices, and relationships. Students do not always participate fully in class out of anxiety around their perceived abilities and comfort level with mistakes. I want to use notebook conversations/interactive journaling to have private check ins with students who do not feel comfortable participating in class or making their needs known more openly.

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At my school, based on a data-driven approach, we understand student learning and development as measured by standardized assessments (e.g MAP tests) and internal exams. Although we provide access arrangements and reasonable adjustments to students with documented needs, and this has for sure incremented access and participation, we still have a "green - average " approach that acts as a barrier. Also, in MYP and DP, the fixed criteria and content doesn´t specially present within assessment allow for curriculum flexibility.

This barrier relates to approaches to teaching and learning, as assessment is part of this process and in this example doesn´t fully address the diversity and multiple perspectives of the students.

Although I think that this is a big, complex dilema that doesn't have a single answer, I believe that measuring and assessing individual progress is part of the solution. Focusing on individual growth, and having standardized indicators for it, should be prioritised over achievement compared to norms.

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Student MML has the highest reading scores/levels in 1st grade. MML should be in the highest reading group. However, he engages in frequent screaming (1x/5min) and needs staff redirection to use his replacement behavior (chewy or stuffed animal squishy). Additional staff support is frequently pulled to meet other needs and MML is frequently excluded from reading groups. Barrier: Approaches/Strategies for Teaching. Solution: develop a plan to utilize peer mediated intervention (peer buddy) to make up for lack of staff and help create independence and self-sufficiency.

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One of the barriers that exist in my school is that some teachers view themselves as a teacher of a subject rather than a teacher of people. This creates a situation where some students find it challenging to be successful from the perspsective of the teacher. The barrier outlined in the IB document relates to Culture and Policy (teachers do not see themselves of teachers of all students).

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The human and material resources to support inclusion are not available. Our school receives less funding per student compared to other area schools because, as a public charter school, we only have access to state and federal revenue. As a result, our school is in the position of making compromises on courses or services that support inclusivity goals. Changes to the funding structure at the state level would be required to address this inequity.

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Teachers are creating lessons, activities, and assessments that are geared towards trying to reach "most" of their students, and then will, after the fact, find the special education teacher to tell them what their class did, and that the student in special education wasn't provided the materials/way to access their learning. "My students did this, do you want to try it with your student?" (in regards to a student that is fully integrated into the gen ed setting, but receives pull out services for a small portion of their day).

Barriers:

Cultures and policies: not a teacher to ALL students in their classroom

Approches to teaching: changing how they "have always" done it, incorporating various modes

How to remove this barrier:

Purposeful planning that includes special education teachers

access to training and resources

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Barriers to Learning: ATT and ATL

Open participation in enrichment activities to include tools to aid SWD to succeed.

There were students who were interested in the Debate team, and traditionally would not have been considered because of academic challenges. When given the tools to help organize and research and arguments, they were able to fully participate.

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Gen-ed teacher buy in for inclusion for children with all levels of special needs, they may not feel qualified because they don't know how to overcome difficult behaviors or support all students. This barrier may be able to be removed through co-teaching and through finding real life examples of great inclusion (maybe a site visit)