Incorporate field-based assessments

Incorporate multilingual or multicultural perspectives

Allow for student choice in assessment topics

Develop an Assessment Innovation Committee

Strengthen Feedback Loops

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).

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).

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.

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.

Supports fair assessment

Make students focus on education and awareness

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.

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.

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.

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

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.

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.

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.