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A SUGGESTION: (If its not mentioned explicitly )

6.3 – Physical/Virtual Spaces

🧠 Use of Assistive Technology and AI in Inclusive Education

IISH is committed to fostering an inclusive environment where all students can access learning opportunities equitably. In alignment with this commitment, the school integrates assistive technologies — including text-to-speech, speech-to-text, screen readers, translation tools, and AI-powered learning platforms — to support students with diverse learning needs.

These tools enhance communication, in collaboration with the SEN team, ensuring it complements the student's individual learning profile.

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Celebrating learner profile in myp and dp -monthly awards in common assembly.

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Leaner Profile integration in Assessments are not visible for MYP and DP.

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assessment of Learner profile need to be included in report card

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There is a need for a simplified, student- and parent-friendly version of the Admissions Policy. The current documentation can be too sophisticated and difficult to understand.

A clear, accessible handbook or guide should be created to ensure that all families, regardless of background, can easily navigate and understand the admissions process.

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Differentiation in formative assessments, especially in MYP Years 1 to 3 where foundational concepts are being developed, can significantly support student learning. While this practice is already being implemented for some students in Grades 6 and 7, there is a need to formalize it through proper documentation and clear guidelines.

We should consistently apply differentiated instruction and formative assessments to meet diverse learning needs while ensuring that all students ultimately work towards a common, standardized summative assessment.

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Inclusive arrangements in internal examinations as well as Grade 10&12 examinations in terms of extra time, reader, scribe, etc. is already being done across MYP Yr 6-12.

Differentiation in instruction is practised by a few teachers. However it requires to be done regularly and uniformly.

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This session prompted a thorough review of all requirements in alignment with IB guidelines, bringing clarity and helping establish clear standards in the admission process. Engaging in discussions on all the critical policies helped to reflect on teaching and learning.

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🏫 Culture 6.3: Consideration of Physical and Virtual Spaces

What's Missing:

No mention of virtual spaces — such as online platforms, virtual interviews, digital submission of documents, or virtual engagement with the school before joining.

Recommendations:

Add a section (or a paragraph under "Admission Process") describing:

Use of virtual tours, online interviews, and digital application systems.

Accessibility for international families or those relocating.

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The document could integrate clear guidelines for maintaining academic integrity in virtual learning environments, especially concerning unfair ways during online assessments. It is essential to include specific strategies such as proctoring tools, honor codes, and digital surveillance protocols to ensure fair assessment practices and uphold the credibility of the academic process.

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A strong recommendation - Newly admitted students, especially from CBSE and other backgrounds need to be oriented on the IB terminology, systems, subject criteria and expectations from each criterion as a part of the induction process.

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In reviewing the Admissions Policy, we explored how well it aligns with IB Culture standards 6.3 to 6.6. We noted the importance of addressing both physical and virtual spaces in the admissions process, ensuring accessibility for all applicants.

We also recognized the value of clearly integrating human and digital resources, reflecting the learner profile, and promoting international-mindedness. Moving forward, the policy will be refined to better reflect these IB principles and support a more inclusive and globally aware admissions experience.

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The Inclusion Policy at IISH aligns well with IB Culture Standards 6.5, 6.6. Through its emphasis on global citizenship, respect for diversity, and learner-centered approaches. However, gaps remain in Culture Standards 6.3 and 6.4. The policy currently focuses on SEN accommodations but lacks broader reference to inclusive physical and virtual learning spaces (6.3) and planned integration of human, natural, built, and virtual resources for all students (6.4). Additionally, while the policy supports SEN learners effectively (Standard 5.6), it does not reference the role of library or multimedia resources in inclusive education (Standard 5.5). Addressing these areas will strengthen the policy’s alignment with IB expectations.

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This is an opportunity to critically engage with the Inclusion policy. It became more clear to support diverse learners. It is also important to embed learner profile and international mindedness. It reminded us a daily practice. I am motivated to be more aware and proactive in creating a truly inclusive learning space.

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6.6 - Ms.Prathiksha, Ms.Shilpa & Mr.Bleswin

Present Strengths:

Promotes respect for individual differences and backgrounds.

Emphasizes understanding learner variability.

Gaps:

The term international-mindedness is not explicitly used or explained.

Suggestions:

Add a section showing how the inclusion policy supports intercultural understanding and global engagement.

Highlight how the school adapts to linguistic, cultural, and national diversity in classrooms.

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The policy does not look into the IB Learner Profile. We need to add 2 learner profiles explicitly to begin with.

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This helps in promoting ethical learning

Supports fair assessment

Make students focus on education and awareness

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6.5 - Ms.Bushra & Ms.Nigarish

Present Strengths:

Encourages a learner-centered approach.

Promotes empathy, open-mindedness, and respect—values aligned with the Learner Profile.

Gaps:

The Learner Profile is not mentioned explicitly or integrated systematically.

Suggestions:

Include a paragraph linking inclusion with developing attributes like “caring,” “open-minded,” and “principled.”

Show how supporting diverse learners fosters these qualities in all students and staff.

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Reflection on Academic Integrity Policy and Culture 6 (IB)

In the IB, academic integrity is central to being a principled learner. Culture 6 highlights that integrity is not just about avoiding plagiarism or cheating—it's about being honest, responsible, and respectful in all academic work. This policy encourages me to think critically, cite sources properly, and value the learning process over the outcome. Upholding integrity strengthens trust within the IB community and prepares us to act ethically beyond school as global citizens.

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6.4 - Ms.Swathi & Ms.Sindhuja

Present Strengths:

Mentions collaboration between various stakeholders (teachers, SEN department, counselors).

Emphasizes training and awareness, indicating use of human resources.

Gaps:

Limited articulation of how natural (outdoor), built (infrastructure), and virtual resources are integrated with intent.

Suggestions:

Highlight the role of outdoor spaces in inclusive learning (e.g., garden classrooms, experiential learning).

Explain how the school uses built resources (e.g., ramps, resource centers) to support inclusion.

Add a section on tech tools/platforms used to support diverse learners (e.g., assistive technologies).

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Culture 6.3 - Ms.Heena & Dr.Rahul

Present Strengths:

The policy refers to ensuring access and participation for all students.

Mentions differentiation and personalized learning, which may imply flexible physical and digital environments.

Gaps:

Does not explicitly mention how physical spaces (e.g., classrooms, labs, playgrounds) or virtual platforms (e.g., LMS, online tools) are inclusive or adapted for all learners.

Suggestions:

Add specific references to how learning spaces are designed/modified for accessibility.

Include examples of how virtual tools support inclusion (e.g., screen readers, Google Classroom, digital portfolios).

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Design flexible assessment environments

Incorporate field-based assessments

Incorporate multilingual or multicultural perspectives

Allow for student choice in assessment topics

Develop an Assessment Innovation Committee

Strengthen Feedback Loops