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
At ISLK we provide education for international students with unique and diverse backgrounds, knowledge, strengths and challenges. We see student diversity and individual differences of all kinds as opportunities for enriched learning and not as problems to be fixed. It is central to the development of international mindedness and intercultural understanding and respect.
We aim to provide opportunities for each student to develop as a whole person and to become independent and confident life-long learners through a team-based approach between the student, staff and parents. We strongly believe in differentiation as a way of thinking about teaching and learning - a process of identifying with each learner the most effective strategies for achieving agreed upon goals. We strive towards providing quality support for students within what the IB identifies as the four principles of good practice for inclusive education: Affirming identity and building self-esteem, Valuing prior knowledge, Scaffolding, and Extending learning. We focus on using students' strengths and agency to empower them as learners.
We work in collaborative ways to create a safe, accessible and structured environment which promotes the students’ physical, social, and emotional wellbeing. This includes classrooms, ASP & EYP facilities, dining room, common/group rooms, PE hall, and the playground.
The ISLK Library collaborates with students, staff in the library group, EYP, PYP, MYP, school health, and the ELT to list subject areas and titles so that students feel represented through the media in the library and can also learn other perspectives through media in the library. The library collection includes content related to units and curriculum and media that students enjoy reading. This includes but is not limited to books in a student’s home and family language.
Legimus is a library of accessible books. All students with a disability which means that they need adjustments in order to read a published work have the right to borrow talking books from Legimus. If a teacher is reading a title with a whole class or a group they have to make sure that the title is available in Legimus for students that need accessible books.
All staff at ISLK have a sense of shared responsibility and contribute through their different roles to ensure a positive, inclusive atmosphere and for each student to experience a sense of belonging. Opportunities for collaboration and communication regarding students, including their learning support needs, are scheduled regularly (e.g. student collaborations). Staff are expected to share information about students to other relevant staff as soon as possible to keep everyone updated for the benefit of the student. Procedures are in place for transitions between year groups and teachers to ensure consistency and transfer of information. The specific roles and responsibilities of staff, students and parents within the ISLK community regarding inclusive education is listed below in Appendix 1.
Please also see the ISLK Language Policy for inclusive practices to do with language and the ISLK Assessment Policy for inclusive practice to do with assessment.
Learning diversity and inclusion in IB programmes: Removing barriers to learning. International Baccalaureate Organization, 2016.
Middle Years Programme: From principles into practice. International Baccalaureate Organization,
Primary Years Programme: From principles into practice: The Learner. Learning and teaching.
Learning community. International Baccalaureate Organization, 2018.
The IB guide to inclusive education: a resource for whole school development. International Baccalaureate Organization. 2015.
SFS nr: 2010:800. Skollag. https://www.riksdagen.se/sv/dokument-lagar/
SFS nr: 2015:801 §11. Förordning om internationella skolor. https://www.riksdagen.se/sv/dokument-lagar/
At ISLK we strive to work in close partnership with the parents and value their involvement in their child’s academic and non-academic development in school.
Parents are required to inform the school through the admission process if their child has any identified special educational needs and other health issues/diagnoses in order for the school to prepare for the student’s arrival. This is also for the school to determine whether it can provide an educational setting that caters to the child’s needs. According to the Swedish Education Act 2010:800 Ch 24 §3 and SFS nr: 2015:801 §11, students with significant needs affecting their ability to access an ordinary school curriculum and learning environment are not entitled to international schooling; this applies to ISLK. The school does not have the funding, set up, or resources available to provide these students with the educational opportunities they have the right to receive.
All staff working in the school are required by law to file a report to the social services (“Orosanmälan” in Swedish) if a child is at risk or in danger.
The Educational Leadership Team (ELT) with the input from the Learning Support Team (LST), strives to provide regular professional development with regards to inclusive practices and student wellbeing for pedagogical staff. These opportunities develop the confidence, awareness, skills, and knowledge to teach all students.
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