International school of Lund - ISLK

Inclusive Education Policy

Inclusion is facilitated in a culture of collaboration, mutual respect, support and problemsolving involving the whole school community.

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.

Inclusive learning environment & curriculum opportunities

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.

  • Classrooms and other learning environments are arranged to be accessible, enable independence, and to avoid sensory overload (e.g. free of clutter, unnecessary noise).
  • Resources are available to support accessibility, such as visual timetables, timers, dividers/quiet zones & ear defenders, fidgets, and flexible seating opportunities.
  • Technology is used to enhance learning, for example, by enabling independence or demonstrating understanding.
  • Routines and rules are put in place to give structure, guidance, and promote wellbeing for all students. Signs and labels are visible to support independence and reduce language barriers.
  • Adults are available for support around the school and supervision is scheduled where needed.
  • All students are encouraged to enjoy and spend time outdoors in the playground through outdoor pedagogy and free play. Outdoor play is scheduled daily for EYP, PYP, and ASP.
  • Opportunities for the students to develop their ATL skills (self-management, communication and social skills) are integrated across all areas of the curriculum through explicit instruction, modelling, practise, and feedback with the aim to enhance student wellbeing. Daily wellbeing practices such as mindfulness and reflection are included throughout the day, including during the After School Programme (ASP). In MYP1-3, students are allocated additional ATL classes that give explicit learning opportunities to explore the different ATL categories, clusters and indicators provided by the MYP framework.
  • Opportunities to learn about and celebrate our International mindedness are regularly included in the curriculum as well as collaborative activities such as class councils/meetings, student councils, PYP community time/MYP mentor time, and whole school events. Different points of view are discussed through reflection and inquiry.

The ISLK Library

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.

Roles and Responsibilities

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.

Procedures for students with significant learning support needs

  1. If extra adaptations are not enough to support a student’s academic or non-academic development, a referral to the LST through the LS coordinator is made by the teachers through filling in an Individual Student Mapping document for further advice and investigation.
  2. The members of the LST (principal, LS coordinator, school nurse and school counsellor) collaboratively discuss possible interventions available within the school for the student referred. Additional assessments and observations can be carried out to gather more information. A collaborative decision can be made, with the parents’ approval, to refer the student to an external agency (e.g. the consultant psychologist) if advice is needed from expertise not available within school.
  3. The Principal should make sure a student's educational needs are evaluated without delay if extra adaptations and arrangements in the classroom are not considered enough. This also applies to other needs affecting his/her school situation.
  4. All documentation regarding students’ learning support needs is stored on the Network (Nätverksplatser). To ensure confidentiality and adhere to GDPR guidelines, student information is shared within the school community on a need to know basis.
  5. An Individual Education Plan (IEP) is created by the LS Coordinator (with input from the LST and relevant staff) for a student with a modified curriculum and/ or a reduced timetable. The student and parents are involved and given the opportunity to give input. The IEP is revised every term.

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, 2020.

Middle Years Programme: From principles into practice. International Baccalaureate Organization,
May 2014.

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.

SFS nr: 2015:801 §11. Förordning om internationella skolor.


Roles & responsibilities within the ISLK community for inclusive education:

Teacher (EYP, PYP, MYP and subject specialist):

  • Has the main responsibility for the teaching and learning of all students in their class(es).
  • Provides pastoral care for the students and is accessible and open for individual needs and concerns. They take care of and integrate new students.
  • Differentiates the curriculum to meet individual learning needs. These are planned strategies to access and understand the curriculum instruction as well as adapted activities to enable all students to participate in the learning opportunities. Reasonable adjustments can be made for individual tasks and assignments but the overall learning outcome must remain the same. Students that need extension, including gifted learners, are challenged at their level of understanding. Evidence of differentiation is recorded within the unit planners on Managebac.
  • Values prior knowledge as the foundation on which to develop new learning. It is not assumed that students share the same previous knowledge and it is recognised that there may be gaps or overlaps in learning. Assessment for learning is practised in all planning and teaching.
  • Implements extra adaptations within the classroom setting for students when the support needed is greater than can be achieved through general differentiation. Extra adaptations are documented by the teachers for the purpose of communication and accountability (e.g. in Extra Adaptation ticklists and PYP Action Plans).
  • Is responsible for monitoring all students’ progress through continuous assessment (both formative and summative) and to evaluate the effectiveness of instructional strategies, methods and extra adaptations. Changes are made accordingly to enhance learning opportunities.
  • Plans for assessment procedures to provide all learners with opportunities to demonstrate their learning. It is not assumed that students will be able to demonstrate learning in the same way. Students with learning support needs may require reasonable inclusive adjustments to access assessment (MYP From Principles into Practice, p. 85) as outlined in the ISLK Assessment Policy.
  • Guides Learning Support Assistants (LSAs) and provide student work with instructions for the LSAs.
  • Works in collaboration with other relevant staff members to provide inclusive practices and implement strategies in the classroom.
  • Informs parents promptly when there are concerns for their child’s progress and/or wellbeing.

Learning Support Assistants (LSA) and After School Programme (ASP) staff:

  • Work in collaboration with and under the guidance of the teachers during lessons in order to provide support mainly for students with learning support needs but also being available for all students in the class. They assist in the process of differentiation and inclusion, give input and support the implementation of extra adaptations.
  • Participate in the provision of pastoral care by being accessible and open for individual issues and concerns, including integrating new students. ASP staff inform parents promptly of any concerns regarding their child’s behaviour or wellbeing during the ASP time.
  • Are scheduled to follow the same students that they are with during the school day into the ASP in the afternoons. This is to provide continuity for the students throughout the day with the same staff, routines, and support strategies.


  • Are encouraged to play an active role in their learning through Agency (voice, choice and ownership)
  • Are supported proactively by teachers and ASP/LSA staff to develop an understanding of themselves as individuals and as learners, including strengths and areas of development.
  • Play an active part in goal setting and are given regular feedback.
  • Are involved (when appropriate) in the decision-making process with regards to learning support in collaboration with staff and parents.


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.

  • Are expected to inform the school (through the teachers or other relevant staff) of any relevant information which could have an impact on their child’s education and/or wellbeing at school.
  • Are informed of interventions or plans that are made to support their child with their learning and/or behaviour at school.
  • Support their children through home learning and/or other activities as advised by the teachers or other staff.

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.

Learning Support Teacher:

  • Works with students who need extra support, or require an advanced programme of learning, in order to reach their full academic potential in the mainstream classroom (from PYP3 and up).
  • Complements the homeroom/subject teachers through working with individual students/small groups focusing on developing knowledge and skills for identified gaps, such as literacy and maths skills.
  • Participates in identifying students who may benefit from extra intervention in collaboration with teachers and LS coordinator.
  • Works both with pull out sessions and within the normal classroom as needed.
  • Assesses, sets individual student goals, develops and carries out a plan for intervention and communicates regularly with parents.
  • Collaborates with and advises teachers and ASP/LSA staff regarding the students receiving intervention, including documentation and mapping of student needs.
  • Meets regularly and collaborates closely with LS coordinator and/or LST.

English Language Support Teacher:

  • Works with students who are new to the English language and in need of specific input in addition to the immersion process within the mainstream classroom.
  • Complements the homeroom/subject teachers with specific basic language skill input targeted to individual needs and level of English.
  • Works both with pull out sessions and within the normal classroom as needed.
  • Assesses, sets individual student goals, develops and carries out a plan for intervention and communicates regularly with parents.
  • Collaborates with and advises teachers and ASP/LSA staff regarding the students receiving language support.
  • Meets regularly and collaborates closely with LS coordinator and/or LST.
  • Participates in the induction process to ensure students arriving in school with limited English language skills settle smoothly into our school and adjust to their new environment.
  • Promotes and supports the school community with regards to multilingualism as an essential part of international mindedness, contributing with ideas for routines and events.

Learning Support Coordinator:

  • Coordinates the inclusive education provision for their respective programmes according to the ISLK Inclusive Education Policy and agreed practices and procedures.
  • Monitors documentation (e.g. PYP Action Plans, MYP IEP’s, Extra Adaptation ticklists) of the inclusive provision and facilitates communication and collaboration between the different members of the respective programmes.
  • Carries out observations and provides feedback regarding students of concern and their learning environment. Suggests possible adaptations and strategies to teachers and ASP/LSA staff.
  • Leads the process of individual student mapping and pedagogical evaluation for referrals to the consultant psychologist or other specialists.
  • Participates in regular LST collaboration and update meetings with principals, school nurse and school counsellor.

School Nurse:

  • Keeps records of student health profiles and has regular health talks with individual students.
  • Guides staff and parents with matters related to health and physical conditions. Assists with relevant referrals or recommendations as needed, such as speech therapist (logoped) and eye clinic.
  • Follows the Swedish national health programme for students and is bound by a confidentiality clause concerning all sensitive student health issues.
  • Works in collaboration with the school doctor for consultation and health checks.
  • Participates in regular LST collaboration and update meetings with principals, LS coordinator and school counsellor.
  • Takes over the health care from the BVC (Child Health Care Centres) when students start in P2. Parents are encouraged to contact the BVC in the first instance for EYP-P1 students. An information sheet regarding BVC is given to parents in EYP and P1 at the beginning of the academic year.

Social Counsellor (social worker):

  • Offers initial guidance to students regarding psychosocial problems inside and outside of school that are affecting their wellbeing and/or academic progress, such as feeling unhappy in school, problems with friends, settling into ISLK after moving from another country/school, parent divorse. Parent approval is needed for regular contact with students under the age of 12.
  • Guides staff and parents with psychosocial matters and assists with referrals or recommendations as needed, such as parenting courses, social services and wellbeing referrals to Child & Youth Psychiatric department (“BUP”) at the hospital in Lund.
  • Works according to the Equal Treatment Plan and supports investigations for degrading treatment and harassment if needed.
  • Supports staff in writing reports for notification of concern to social services (orosanmälan).*
  • Is bound by a confidentiality clause concerning all sensitive student issues.
  • Participates in regular LST collaboration and update meetings with principals, school nurse and LS coordinator.

*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.

Principal, Vice Principal:

  • Overall responsibility for the provision of inclusive education within the school.
  • Oversee practices and involved in significant decision making regarding student care and educational provision (Swedish Education Act 2010:800 Ch 3 §5).
  • Oversee the process of Individual Education plans (IEP). The LS-coordinators are leading the process.

MYP Career Counsellor:

  • Advises students and parents with regards to further education and career choices.

Consultant Psychologist - external service:

  • Carries out psychological evaluations on a consultant basis for the school.
  • Can assist the parents with referrals for further diagnostic evaluation by the Child & Youth Psychiatric department (“BUP”) at the hospital in Lund.

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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