IBDP Inclusion Policy - Updated

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MODERN AMERICANSCHOOL ‫المدرسة األمريكية الحديثة‬ International Baccalaureate Programmes (IB PYP, IB MYP & IBDP) American High School Diploma Program COGNIA for Schools (AdvancED)

Inclusion Policy

Tel. 00962 6 5810027 - 00962 6 5816861 - Fax: 00962 6 5816860 - P.O. Box: 950553 - Amman 11195, Jordan email: admin@mas.edu.jo - www.mas.edu.jo

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Table of contents Mission statement of The International Baccalaureate MAS Vision and Mission Statement

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Purpose of the Policy

4

Inclusive Education and Legal Requirements

4

Aims and Objectives

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Common Terminology

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Major Types of Learning Difficulties

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Identification of learners in need of educational support

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Roles and responsibilities

9

Access Arrangement in the Diploma Program

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Confidentiality

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Link to other MAS policies

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Review of Inclusion Policy

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Access to Inclusion Policy

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Communication of Inclusion Policy

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References

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Mission Statement of the International Baccalaureate The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Vision Statement of the Modern American School The Vision of the Modern American School in Amman is to nurture lifelong learners and global thinkers to become responsible citizens with leadership qualities and universal values while instilling pride in one's cultural identity.

Mission of the Modern American School The Mission of the Modern American School is to provide learners with an engaging and challenging blended learning environment within a diverse community while focusing on international programs, catering for learners’ well-being, fostering international mindedness, and offering various opportunities and experiences that contribute to learners’ growth.

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Purpose of the policy The policy stipulates the standards and best practices for learning, teaching, and assessment in access and inclusion to enable students to participate fully in their programme. It also lists the possible access arrangements the school may request at the IB for a student's examination session. The school follows a whole-school approach to inclusion, where both the leadership and the teaching staff are involved in access and inclusion and are expected to create learning conditions for their students that meet the students’ individual needs and reduce or remove the barriers to learning.

The policy also states how support is provided to students in everyday teaching, learning, and assessment or whenever any issues or challenges occur. The policy does not cover unpredictable adverse circumstances which may occur at any time. The Adverse Circumstances policy describes the procedures for dealing with adverse circumstances (IBO August 2021, last update June 2024). The adverse circumstances include medical conditions/illnesses such as injury, anxiety, and exceptionally difficult family circumstances, with occurrences up to three months before the IB examinations. A natural disaster is also considered an adverse circumstance affecting the whole school community Inclusive Education Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. It addresses learning support requirements and questions the broader objectives of education, the nature of pedagogy, curriculum, and assessment. It is an educational approach that our school aspires to achieve.

Inclusion is facilitated in a culture of collaboration, mutual respect, support and problem-solving involving the whole school community. We embrace and respect our students’ personal and cultural identities, home, and family languages, as well as their prior experiences and learning, as it contributes to our school community and inspires all of us to be more caring and open- minded.

Through multiple teaching strategies, we make sure that all our students have equal access to a broad, balanced, and relevant education. The approaches to learning diversity and inclusion mirror the school and the IB philosophy in promoting equal access to the curriculum for all learners.

Inclusion in practice applies the four principles of good practice as identified by the IB:

• Valuing prior knowledge: meaningfully assess existing knowledge, strengths, and interests; consider prior learning when designing, differentiating, and planningfor new learning.

• Scaffolding: Assessing prior learning is crucial, so that smaller steps can be incorporated into the

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learning process, and students are scaffolded in working towardsmastery. Modifications such as preteaching, demonstrations, experiential learning, chunking information, visual aids, templates, and graphic organizers.

• Extending learning: Create the social and emotional conditions for learning and promote environments that welcome, celebrate, and embrace diversity.

• Affirming identity and building self-esteem: Students with a positive identity are better able to take the risks necessary for successful learning. All students are visibleand valued.

Legal Requirements MAS fully complies with the legal requirements and educational regulations of the Hashemite Kingdom of Jordan, as established by the Jordanian Ministry of Education. The school operates in accordance with the Education Law No. 3 of 1994 and subsequent amendments, which guarantee every child's right to access quality education without discrimination based on ability, gender, religion, or background. MAS also adheres to the National Strategy for Inclusive Education (2019–2025), which promotes the integration and support of students with diverse learning needs within mainstream schools.

In alignment with these national frameworks, the school ensures compliance by providing equitable admission procedures, differentiated learning opportunities, and appropriate accommodations to support individual learning profiles.

Aims and objectives

• To provide better learning opportunities. Learners with varying abilities are bettermotivated when learning in classes surrounded by others.

• To foster a culture of respect and belonging. It also provides the opportunity to learn about and accept individual differences.

• To encourage learning at all levels, realize that learners can learn given the appropriate program and teaching strategies.

• To challenge and motivate students to learn at their own pace within the context of high academic standards.

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Common Terminology Learning support To support learners who have educational needs difficulty or challenges by devising a plan to address those needs. Learners have a learning difficulty or fall under the category of special needs if they:

• Experience a significantly greater difficulty or challenge in learning than the majority when not meeting age related expectations.

• Have a medical issue which prevents or hinders them from accessing use of educational facilities of any kind, generally provided for learners of the same age in school.

Inclusion An ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. (Learning diversity and inclusion in IB programmes, 2016).

Barriers All the obstacles that may prevent or disadvantage a student from participating or effectively engaging in their learning and teaching and assessment. (Access and inclusion policy, 2022).

Access Refers to providing equal educational opportunities in learning, teaching and assessment and other aspects of school life for all students with respect to the students’ individual characteristics and needs (Access and inclusion policy, 2022).

Access arrangements Are changes or alterations to learning, teaching, and assessment to reduce or remove barriers to learning and support the student in meeting the learning expectations, which are not lowered (Access and inclusion policy, 2022) Learning difficulties Any condition that affects and hinders the learners’ learning, understanding, and or their academic improvement. Learners who have difficulty learning learn differently from their peers, and they might find certain learning aspects challenging. There are many different types of learning difficulties; some of the more well-known are dyslexia, attention deficit-hyperactivity disorder (ADHD), dyspraxia, and dyscalculia. A person can have one or a combination of learning difficulties. Learning difficulties can be detected during childhood and can cause a person to experience problems in a traditional classroom.

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Major types of learning difficulties Hearing problems Any decrease in hearing, whether fluctuating or permanent, interferes with a learner's ability to perform in an educational setting.

Speech or language impairment disorders A condition where a person has problems creating or forming the speech sounds needed to communicate with others. This can make the learners’ speech difficult to understand.

Dyslexia A general term for disorders that involve difficulty in learning to read or interpretwords, letters, and other symbols, but that do not affect general intelligence.

Dysgraphia A specific learning disability that affects written expression can appear as difficulties with spelling, poor handwriting, and trouble putting thoughts on paper.

Dyscalculia A specific learning disorder, an impediment in mathematics, evidencing problems with: Number sense, memorization of arithmetic facts/ Accurate calculation / Accurate math reasoning.

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorder (ADHD) A neurological disorder that causes a range of behavioral problems such as difficulty attending instruction, focusing on schoolwork, keeping up with assignments, and the ability to complete tasks Auditory processing disorder (central auditory processing disorder) Individuals with this condition may have difficulty recognizing the differences between sounds, understanding the order of sounds, recognizing where sounds have come from, or separating sounds from background noise.

Visual perceptual disorder/ visual motor deficit Which can impact the way a person understands visual information, the ability to draw and copy, hand/eye coordination, and the ability to follow along in text or on paper.

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Dyspraxia A condition affecting physical co-ordination. It causes a child to perform less wellthan expected in daily activities for their age, and appear to move clumsily.

Gifted and Talented According to the National Association for Gifted Children (NAGC), “gifted and talented " means students who demonstrate high achievement capability in intellectual, creative, artistic, or leadership capacity or in specific academic fields. Gifted learners demonstrate an advanced ability or potential in one or more particular areas compared to others of the same age, experience, or environment. They excel in their ability to think, reason, and judge, making it necessary for them to receive special educational services and support to be able to fully develop their potential and talents.

Identification of learners with the need for educational support A predefined process is administered, reflecting the procedures and practices that are followed: School Admission Policy In adherence to the school admission policy. The Head of the admission, in consultation with the different stage Principals and Programme Coordinator, reserves the right to refuse admission or readmission of a learner if:

• It is determined that the learner would not benefit educationally from the school’s support possibilities.

• The school cannot meet the learner’s needs, including additional support provided by the parents in conjunction with the school’s own provision.

• Learner’s parents/guardians fail to provide accurate academic and behavioral history during the application process.

The main considerations in admitting learners with special needs are that:

• The school has a high degree of confidence that it can meet the learner's academic, social, and emotional needs.

• Those needs can be met largely, if not exclusively, in a mainstream environment with differentiated instruction and interventions by the teacher(s).

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• The learning differences and needs do not impede the achievement of the overall learning objectives of the class(s) she/he is placed in.

• There is a high degree of parental involvement and support for the school’s programme offered to their child.

Roles and Responsibilities Responsibilities of the school

• The school is responsible for meeting the students' learning needs and providing suitable access arrangements for learning, teaching, and assessment. Careful consideration should be given to a student’s choice of subjects.

• It is essential that the Program coordinator consults all teachers concerned at an early stage in a student’s enrollment.

• The inclusive access arrangements provided to a student must be planned in advance to give them ample time to learn to use them effectively during classroom activities.

• The inclusive access arrangements provided for a student must be carefully individualized, planned, monitored and evaluated.

• All requests for inclusive access arrangements submitted by a IBDP coordinator must have consent from the student or their parents/legal guardians. The IBDP coordinator must use the online request form to submit a request for inclusive access arrangements on behalf of a candidate.

• The school is responsible for making all arrangements for approving and appointing individuals required to support an access arrangement.

• The school is responsible for making all arrangements for assistive technology that may be used for a student’s learning and assessment.

• The school will work in close liaison with specialists (psychologists, speech or occupational therapists etc.) to maximize the strategies they have recommended for students with diagnosedlearning difficulties.

School Counsellors’ The counsellor nurtures, guides, and supports learners' social and emotional well-being, providing guidance in social skills one-on-one, in small groups, or a more extensive classroom with the teacher.

While addressing learners' academic, social, and emotional needs, the counsellor also acts as a bridge between teachers and parents, working to create an environment where every learner is equipped with the self-management tools he/she needs. The curriculum in nature is preventative, collaborative,

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developmental and remedial.

The school counsellor’s role is to provide.

• To provide social, emotional education and support • To provide opportunities where students can express their voice.

• To help the student deal with any changes occurring at home or at school • The counsellor can participate in the learner’s academic/behavioral meetings.

Responsibilities of the Subject Teachers Every teacher is responsible for every learner in his or her class. The expectations of subject teachers are:

• To observe learners and record observations.

• To liaise with parents of learners with special needs • To understand the learning needs of their learners and implement the proper strategies to align with the teaching and learning objectives.

• To differentiate teaching materials, learning engagements, and modify assessments when necessary.

• Ensure any assessment modifications in the school align with the IB guidelines.

• To share feedback and reflection on learner’s progress on regular basis with IBDP coordinator • Seek out professional development opportunities to help them with specific learning needs in their class(es) and cascade new information, knowledge, and skills to other teachers.

Responsibilities of the students As students should develop, among others, their proactivity, self-management skills and independence, they are expected to:

• Express their needs regarding their education.

• Ask for support if needed • Complete the coursework to the best of their skills in the allocated time.

• Reflect on their achievements and progress and the strategies used in teaching and their

individual learning to evaluate how they have helped them to reach their learning goals.

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Responsibilities of the Parents/Carers:

• Signify acceptance of conducting diagnostic testing, when needed, at school or take responsibility to conduct it outside the school and providing the written report from the diagnostic Centre.

• Parents are the first source of information about the learning difficulties of their child. They are required to provide the school with any previous diagnoses, reports, medication, etc., related to these cases to ensure that we are able to addressand support students to the best of our capabilities and their diverse needs.

• They should be fully aware of the nature and severity of their child’s difficulty and the strategies which will help and should collaborate with the school on working to ensure progress and success.

• Collaborate with teachers and participate in all meetings to discuss learners progress, strengths, and weaknesses.

• Parents will be updated regularly on their child’s progress and will work actively with the school at providing the best adapted learning environment for them.

• Attend all meetings held to discuss the performance of their child.

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Access Arrangements in the Diploma Programme Providing Learners with Inclusive Access Arrangements is offered to those who have been with us or enrolled to our school newly and received support during their enrolment at our school or have been referred for a psycho-educational assessment that recommends there is a need for supporting the learners further with those specific allocations in the academic part during their school years.

All requests for access arrangements for IB assessments must be:

• Based on the usual way of learning and teaching in the classroom.

• In line with the eligibility criteria stated in the Access and inclusion policy (2022).

• Submitted along with supporting documents as evidence.

• Submitted by the deadline stated in Assessment procedures, which in case of the Diploma Programme is 15 November - six months prior to the May examination session.

• All requests for inclusive access arrangements must be submitted online and must specify exactly which arrangements are being requested.

The responsibility for submitting the application for inclusive access arrangements on behalf of the student lies with the IBDP coordinator.

The school must acquire consent from either the student, if they have reached the age of 18, or from the student's parents/legal guardians before submitting the necessary documentation to the IB. The school must inform all parties who give consent for the submission of documents to IB that if a student transfers to another IB school for their examinations, the online application request for inclusive access arrangements, along with supporting documents, including authorization if applicable will be visible to the IBDP coordinator of the new school. If the student and their parents/legal guardians wish to withdraw the request for inclusive access arrangements before transferring, they must notify the school about it. Both the IBDP coordinator of the current school and the IBDP coordinator of the new school must then inform the IB in writing.

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The school must submit the following evidence to the IB: 1. Psychological/psycho-educational/medical report from a specialized and certified centre that approves the following: •

Specific learning difficulties

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Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia or information processing difficulties.

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Physical challenges, such as: fine-motor skills.

• Communication and speech difficulties; such as receptive and expressive language difficulties • Auditory processing difficulties, fluency disorders (stuttering, stammering) or verbal apraxia or verbal dyspraxia.

•

Sensory challenges.

The psychological report must be completed within three years of the intended examination that the request relates to and dated.

2. Educational evidence from the school

• It can take the form of a letter or observational report from either the IBDP coordinator and/or the student's subject teacher(s), highlighting any observed classroom challenges, along with a summary of the accommodations made for the student's learning and assessment.

• It can be a detailed educational plan for the student.

• It can be a sample of work completed under timed conditions without the requested access arrangements, such as additional time or the use of assistive technology like a word processor with spell checker.

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Administration of access arrangements during examinations The school is responsible for the following regarding access arrangements during IB examinations:

• Making all arrangements for the approval and appointment of individuals needed to support an access arrangement (such as a prompter or reader) and paying the expenses pertaining to providing this support.

• Organizing all assistive technology necessary for access to learning, teaching and IB assessments and the cost of it.

• Ensuring that all authorized equipment (such as a Braille machine or computer software) functions properly, and that there is a staff member familiar with its use.

• Ensuring that the student is acquainted with any assistive equipment or software requested as part of an inclusive arrangement.

• If human support such as access to a reader is required, the student must practice with the person acting in this capacity prior to the examination.

Rescheduling examinations If students have been authorized additional time as an access arrangement, the school is obligated to reschedule exams if the total duration of examinations in a single day exceeds 6 hours and 30 minutes. In line with the process stated in the IB Assessment procedures the school must request rescheduling at the IB. List of inclusive access arrangements requiring authorization A) Flexibility in duration • Additional time It may be applied for learning and teaching and IB assessments for students with a physical, sensory, psychological/medical challenge due to which additional time is required. 10%, 25% or 50% additional time may be authorized. Requests for additional time are processed based on the eligibility criteria outlined in the IB Access and inclusion policy.

• Additional time for oral examinations (25%) - available for oral examinations; it is applicable to both preparation and delivery of the oral examination and can be split between the two.

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• Additional time for mathematics (25%) - applicable to mathematics and subjects that require mathematical calculations - only applicable to students with challenges in mathematical operations; not applicable to students who require additional time for all subjects.

• Additional time for listening in listening comprehension (25%) - for students with a mild or moderate hearing condition or auditory processing disorder due to which the student would require additional time for listening and there is no other request for additional time.

• Deferral It may be applied for IB assessments for students with a physical, sensory, psychological/medical challenge or any other difficulty that would require the student to defer the examination to the next or a future session. Deferral of one or more subjects to the next or a future examination session may be possible for a student if their study has been greatly affected during the programme or deferral gives better access to the programme as it allows them to complete the requirements over a longer period.

The formal request for deferral can only be made to the IB after registration for the examination session.

In exceptional instances, a request can be made to support an extension of the duration of the programme for a student. The school can request that the IB allow the student to take their assessments in some subjects in one session and the rest of the subjects in a later session. Such requests will be processed on a case-by-case basis and will require supporting evidence.

• Extensions to IB submission deadlines It may be applied for IB assessments for students with a physical, sensory, psychological/medical challenge or any other difficulty that requires this arrangement. A request for an extension to a deadline must be received by the IB before the normal submission deadline. An extension to a deadline will not be authorized retrospectively.

B) Flexibility in presentation of material and resources • Modified paper-based examinations • Text of audio content (not applicable to listening comprehension) • Image descriptions or other adaptations to questions, for total or severe visual impairment

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• Adaptation to questions due to colour blindness • Reader/ Reading software/ Reading pen may be applied for learning and teaching and IB assessments for students with a medical, physical, or sensory condition due to which a student either cannot read or has difficulty in reading; it is available for listening comprehension examinations • Script reader (for lip reading) for listening comprehension examination in IBDP. It may be applied for learning and teaching and IB assessments for students with a mild or moderate hearing condition that requires the student to lip read.

C) Flexibility in response • Word processor • Scribe/ Speech recognition software it may be applied for learning and teaching and IB assessments for students whose handwriting is largely illegible to someone who is not familiar with it, or for students with a medical, physical or sensory condition.

• Graphic organizer • Four-function calculator it may be applied for learning and teaching and IB assessments for students with low mathematical fluency, a standard score of 90 or less.

• Text to speech it may be applied for learning and teaching and IB assessments for students with a challenge in speech that requires the student to use this assistive technology for the oral component of the course.

• Transcriptions it may be applied for learning and teaching and IB assessments for students with a medical, physical or sensory condition that causes difficulties in accessing answer sheets (bubble sheets).

• Talking calculator it may be applied for learning and teaching and IB assessments for students with a medical, physical or sensory condition that causes difficulties in accessing standard calculators.

D) Flexibility in duration • Extensions to homework and assignment deadlines (not applicable for IB assessments).

• Rest brakes May be permitted for learning and teaching and IB assessments for students with a physical, sensory, psychological/medical challenge or any other difficulty due to which rest brakes are required. In

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justified cases related to the student's health condition, it is possible to take breaks from work during the examination after previously determining the number and length of these breaks (10 minutes break per hour). For a student with diabetes, a rest break can be provided to check blood sugar or to take food or drink.

Rest breaks must be supervised to ensure that the security of the examination is maintained - there must be no communication with, or disturbance to, other students.

E) Flexibility in presentation of material and resources • Vision aids and devices • Hearing aids and devices, without Bluetooth • Sign language interpreter • Designated person for colour naming, for colour blindness F) Use of human assistance • Care assistant • Prompter • Communicator to clarify instructions or directions

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G) Flexibility in in equipment, setting or location • Separate room, within the school, for class tests and IB examinations • Specific seating location • Special lighting • Noise-cancelling headphones • Adapted desk or seat • Medical aids and equipment • Small group setting • Alternative Venue (Away from School) for IB examination • Arrangements not requiring authorization: Some access arrangements are permitted in examinations at the discretion of the IBDP coordinator (or head of school), without prior authorization from the IB The exact criteria for eligibility for access arrangements are listed in the IB Access and inclusion policy (IBO, 2022/ Last Update November 2023)

Confidentiality: All the information, files, minutes of meetings, and assessments related to the learners are kept and saved with the IBDP Coordinator. All reports and papers are dealt with utmost confidentiality without sharing them with anyone, unless they are related to the learner’s case.

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Links to other school policies This policy has been produced in alignment with the school Assessment policy, Language policy, Academic integrity policy and Access and admission policy. For any matters that are not specified herein the relevant policy should be referred to.

Inclusion policy review All teachers are equally responsible for developing the policy, implementing it and introducing any necessary modifications. The Program coordinators ensures that any new or updated documentation about access and inclusion, which is published by the IB, will have its reflection in the school’s operating policy. Also, each teacher’s suggestions in this matter will be taken into account and discussed in terms of their relevance to this document. For the purpose of a regular review of the policy it has been agreed that the School Faculty meets on a yearly basis to discuss how the policy is working and implement any modifications, if applicable Any necessary changes to this document, which have been introduced during the annual general meeting, will come into effect from 1 September the following school year. Yet in order to introduce any urgent amendments, a special meeting can be summoned at any point in the school year.

The last review meeting was held on May 6, 2025. (Updated November 11, 2025) Access to Inclusion policy The policy may be accessed on the school’s website as well as on the school. Whenever the policy is updated, a new version is made available.

Communicating Inclusion policy The policy will be presented to all students by the Program coordinator and at the beginning of the school year to ensure students that the school will support students with any individual special educational needs. The policy will be also communicated and explained to parents/legal guardians at the beginning of school year during orientation events.

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References • IBO. “Learning Diversity and Inclusion in IB Programmes.” International Baccalaureate, Jan. 2016, inclusivepypclassroom.weebly.com/uploads/1/8/4/7/18470104/ib_inclusion_guide.pdf.

• IBO. “Meeting Student Learning Diversity in the Classroom.” International Baccalaureate, May 2013, www.thekfa.org.uk/wp/wp-content/uploads/2014/12/Meeting-Studentslearningdiversity_IB-Continuum-.pdf.

• IBO. “The IB Guide to Inclusive Education: a Resource for Whole School Development.”

International Baccalaureate, 2018.

• IBO. “Using Universal Design for Learning in the IB Classroom.” International Baccalaureate ,Dec. 2016.

• IBO. “What Is an IB Education?” International Baccalaureate, Aug. 2013, www.ibo.org/globalassets/what-is-an-ib-education-2017-en.pdf.

• Making the PYP Happen • MAS policies: Language Policy, Admission Policy, Assessment • IB Access and inclusion policy (IBO, 2022/ Last Update November 2023)