Neev Academy Inclusion Policy
October 2025
Inclusion Policy
1. Inclusion Philosophy and Statement
At Neev, inclusion aims to increase access and engagement for all students by identifying and removing barriers to create an environment of acceptance and belonging. Guided by the school’s mission of building knowledge, self-awareness, and relationships to nurture happy, healthy, and impactful lives, the policy supports both learning and behavioral needs in alignment with our values. In line with our community standards, inclusion is facilitated through shared responsibility within the community where every learner has equitable opportunities to participate and succeed by valuing diversity and fostering empathy.
Neev’s infrastructure and resources enable the school to support students with mild to moderate learning and behavioral needs. A dedicated team of learning support specialists and psychologists work closely with all the stakeholders - students, parents, teachers, programme heads and external experts (as needed) to ensure personalized support.
2. IB Standards and Practices
Student support 2: The school identifies and provides appropriate learning support (0202-02) Culture 2: The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential (0301-02)
3. Link between Inclusion Policy and other policies
● Link to Academic Honesty Policy
The school holds high expectations for academic honesty while recognizing the diverse learning needs of each student In line with the academic honesty policy, Learning Support ensures that differentiated support, scaffolded instructions and reasonable access arrangements / concessions are provided so that every learner demonstrates their own understanding and submits work that is genuinely their own.
● Link to Admission Policy
At the time of admission, the school assesses the academic level and behavioral needs of all students to determine the potential need for support Please refer to the Admission Screening Process below for further details
● Link to Assessment Policy
During the conduction of assessments, students who have learning difficulties as highlighted in their psychoeducational assessment report will benefit from inclusive access arrangements (referring to the Access and Inclusion Policy for IB) and special
●
concessions (CISCE) The Learning Support team in consultation with necessary stakeholders will ensure these arrangements / concessions are made available during board exams and internal school assessments.
Link to Language Policy
At the time of admission, if the parents share a psychoeducational assessment report highlighting concerns in the English language, the Learning Support team in consultation with the Language department will provide access arrangements / concessions to the students as permitted by IB and CISCE boards These arrangements / concessions will be made available during board exams and internal school assessments
4. Admission Screening Process
At the time of admission, if the school has been made aware that a child has received support previously, parents are required to share relevant details, including testing results and any existing support plans. Additionally, the school may request:
● A psycho-educational assessment or psychological report
● A statement of medical history, including any significant health, social, or emotional needs
● Details of additional services currently or previously provided
The final decision regarding admission is made after reviewing submitted documents and, if needed, a discussion with the school leadership and support specialists. Parents are then informed about the school’s ability to meet the student’s needs and, where necessary, recommendations for external support.
5. Implementation of Student Support
Learning Support
The Learning Support (LS) team guides the learning process by providing targeted strategies and skill-building sessions to help students become independent learners in mainstream classrooms These skill areas include self-advocacy, time management, planning and organizational skills, problem-solving, logical sequencing, reading, writing, and numeracy When a concern is observed, an informal assessment is conducted to identify the student’s specific needs Based on the assessment, an Individual Learning Plan (ILP) is developed to provide personalized support If a student is unable to meet the desired targets after completing a maximum of two ILPs (16 weeks - 8 week cycles per ILP), parents are informed
and encouraged to pursue a psycho-educational assessment After which a student moves to an Individualized Education Plan (IEP).
Support Programs
● In-Class Support: Learning support staff providing real-time assistance during lessons with visual schedules, task lists, and organizational aids for students
● Small Group Interventions: Focused support for students with similar needs in reading, math, or executive functioning
● One-on-One Support: Individualized sessions to target specific learning goals or skills.
● Collaborative Teaching: Co-planning between subject teachers and specialist with the use of differentiated lesson plans to address diverse learning needs in the classroom
● Expert Collaboration: Regular consultation with psychologists, occupational therapists, speech therapists and home support systems
Access Arrangements / Concessions
The goal is to help students demonstrate their learning without changing the expected grade level outcomes. Such practices help students with diverse learning needs meet the grade-level objectives. The school can apply for certain inclusive access arrangements / concessions. after receiving parents’ consent Submission of documentation (e g , medical reports, academic reports, psycho-educational assessment report, etc ) is necessary to secure these arrangements in line with external examination guidelines.
Outcomes and Exceptions
● Continued non-compliance from students or parents may lead to the withdrawal of Learning Support services
● The school can switch a student to alternative education programs based on their performance, ensuring a tailored approach that best supports capabilities, learning needs and career aspirations. This includes custom schedules like half-days for students who are unable to keep up with the full day of school and the expectations from it, a change in curriculum or dropping of subjects.
● The learning support reserves the right to transition a student from mainstream programs (MYP eAssessment certificate/ IB Diploma) to lesser load programs (MYP course/Diploma Course) under the following circumstances:
○ Inability to meet academic expectations
○ Failure to fulfill any of the Diploma requirement codes
○ Repeated failure in any single subject
○ Failure to meet attendance requirements
○ Violation of the academic honesty policy
● If parents choose not to pursue external assessments, the Learning Support team will not extend additional support, as interventions are tailored based on identified needs and formal evaluations. In some cases, the student’s enrollment at Neev may be reconsidered.
● In certain cases, based on the severity of concerns, students may be advised to get a psycho-educational assessment before ILP’s or in between the cycles
Behaviour/Social-Emotional Learning Support
The school psychologists support students' social-emotional development through structured interventions. All support is provided with parental consent, and confidentiality is maintained unless there is a risk of harm to the student or others.
Support Programs
● Whole class sessions: Need based whole class sessions to proactively build life skills related to self awareness, emotional regulation, interpersonal relationships, decision making and social awareness
● One-on-One Support: Individualized sessions to target specific skills related to social-emotional development
● Teacher Support: Psychologists provide support to teachers to help students achieve their learning potential in an adaptive manner
● Expert Collaboration: Regular consultation with counsellors, psychologists, occupational therapists, and home support systems
Access Arrangements for Adverse Circumstances
Access arrangement for adverse circumstances may be requested for students when they are faced with any unforeseen circumstances that are beyond their control, occurring up to three months before the IB examinations and might be detrimental to their performance (like severe stress/anxiety, exceptionally difficult family circumstances, bereavement, etc )
Outcomes and Exceptions
● If a student or family does not engage with recommended social-emotional support, the school may not be able to provide further interventions
● Parents opting for external counselling are expected to inform the school to ensure coordinated support.
● If all recommended interventions are declined, the school may need to reassess the student’s enrollment.
6. Communication of the Policy
The Inclusion Policy is available to the Neev community through multiple pathways including Neev’s public website and Neev’s internal shared drive New staff will be familiarized with the document during the orientation programme The printed copies of the policy are available for the Admissions Department and for reference in each school section
7. Inclusion Policy Review Process
The Inclusion Policy is reviewed by a team of leaders, once annually and submitted as a draft, for approval.
This Policy review was done in the month of October 2025.
This policy aligns with the Access and Inclusion Policy (2023) and CISCE special concessions and follows its guidance for all IB assessments and ICSE assessments, respectively
8. References
● IBO. Access and Inclusion Policyhttps://resources.ibo.org/ib/topic/Access-and-inclusion/works/edu_11162-535 87?lang=en
● IBO. Access Arrangements for Adverse Circumstanceshttps://resources.ibo.org/ib/topic/Adverse-circumstances-policy/works/edu_1 1162-417576?lang=en
● CISCE Special concessions: https://www.cisceboard.org/
Annexure A IB Learner Profile
Source: International Baccalaureate Organization (IBO) The IB Learner Profile, 2013
The IB learner profile represents 10 attributes valued by IB World Schools The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success It implies a commitment to help all members of the school community learn to respect themselves, others and the world around them The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world
Attribute
1. Inquirers
2. Knowledgeable
3. Thinkers
4. Communicators
5 Principled
6. Open-minded
7. Caring
8. Risk-takers
9. Balanced
10 Reflective
Description
IB learners nurture their curiosity, developing skills for inquiry and research They know how to learn independently and with others. They learn with enthusiasm and sustain their love of learning throughout life
IB learners develop and use conceptual understanding, exploring knowledge across a range of disciplines They engage with issues and ideas that have local and global significance.
IB learners use critical and creative thinking skills to analyse and take responsible action on complex problems They exercise initiative in making reasoned, ethical decisions
IB learners express themselves confidently and creatively in more than one language and in many ways. They collaborate effectively, listening carefully to the perspectives of other individuals and groups
IB learners act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere They take responsibility for their own actions and their consequences.
IB learners critically appreciate their own cultures and personal histories, as well as the values and traditions of others They seek and evaluate a range of points of view, and they are willing to grow from the experience
IB learners show empathy, compassion and respect They have a commitment to service, and they act to make a positive difference in the lives of others and in the world around them
IB learners approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and innovative strategies. They are resourceful and resilient in the face of challenges and change
IB learners understand the importance of balancing different aspects of their lives intellectual, physical and emotional to achieve well-being for themselves and others. They recognize their interdependence with other people and with the world in which they live
IB learners thoughtfully consider the world and their own ideas and experience They work to understand their strengths and weaknesses in order to support their learning and personal development.
The IB learner profile applies to all students across the PYP, MYP, and DP programmes. It represents the beliefs and aims that underpin this school's policies and practices.