Inclusion Policy September 2026 by Neev Schools

Neev Academy Inclusion Policy September 2026

Table of Contents

1. Inclusion Philosophy and Statement 2. IB Standards and Practices 3. Link between Inclusion Policy and other policies 4. Admission Screening Process 5. Implementation of Student Support

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Learning Support Support Programs Access Arrangements / Concessions Outcomes and Exceptions Behaviour/Social-Emotional Learning Support Support Programs Access Arrangements for Adverse Circumstances Outcomes and Exceptions

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6. Communication of the Policy 7. Inclusion Policy Review Process 8. References

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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 across all programmes, including the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). 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. This applies equally to all students, including CP students, including their Personal and Professional Skills (PPS) portfolio, service-learning components, and the Reflective Project.

● 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. For CP students, this includes support during the Reflective Project, career-related study assessments, and the PPS coursework.

● 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, DP/CP assessments, 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 admission decision 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. For students applying to the DP/CP, any prior support plans and career-related learning needs will also be taken into consideration to ensure the programme is an appropriate fit.

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. This applies to all students regardless of the curricula and programs they undertake.

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 of it, a change in curriculum or dropping 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 fulfil 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 ILPs or in between the cycles. ● Where a student is enrolled in the Diploma Programme (DP) or Career-related Programme (CP), the following transitions may be considered: ○ DP to CP: Students who are unable to meet Diploma requirements may be considered for transition to the CP, which offers a more applied, career-oriented pathway while maintaining academic rigour ○ CP to lesser load: CP students may be transitioned from full CP requirements to a reduced course load or modified programme pathway based on academic performance and individual need ○ MYP eAssessment certificate / MYP course: Students in the MYP may be transitioned to a lesser load programme where appropriate

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. ● CP-Specific Social-Emotional Support: CP students transitioning into career-related pathways may receive additional social-emotional support to help them navigate workplace expectations, identity development, and career readiness as part of the PPS framework

Access Arrangements for Adverse Circumstances Access arrangements 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.).This applies equally to CP students, including for the Reflective Project submission and any career-related study assessments.

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 July 2026.

This policy aligns with the Access and Inclusion Policy (2023) and CISCE special concessions and follows their guidance for all IB assessments and ICSE assessments, respectively.

8. References ● IBO. Access and Inclusion Policy https://resources.ibo.org/ib/topic/Access-and-inclusion/works/edu_11162-535 87?lang=en ● IBO. Access Arrangements for Adverse Circumstances https://resources.ibo.org/ib/topic/Adverse-circumstances-policy/works/edu_1 1162-417576?lang=en ● CISCE. Special concessions: https://www.cisceboard.org/