Facilitating student inclusion in the classroom is now an educational priority and a fundamental principle. Diversity cannot be left aside. Something that is not limited to students with special educational needs, but to the entire student body. A fact that is motivated by the cultural, social and economic changes that are taking place in today’s society. Each child has a unique way of being and thinking. There are children with different talents, nationalities, from disadvantaged contexts, with different types of learning…
For this reason, at Casvi International American School we offer a teaching-learning framework that is adapted to all students without exception, in order to facilitate their learning, with equal opportunities and with the same rights. In other words, what can be called an inclusive school. This provides the attainment of equal global competence for all; admits and respects diversity; learns from it; and takes advantage of it as a source of learning and enrichment in the classroom.
For the International Baccalaureate Organization, “inclusion is an ongoing process that aims to increase access to and participation in learning for all students by identifying and removing barriers”. For this reason, the educational community of Casvi International American School actively participates in developing strategies that promote that inclusion within its three programs (PYP, MYP and PD). It does so with:
When it is discovered that a student presents a learning pace different from the normative, the teacher establishes an action plan based on reinforcement, ordinary support or extension.
Once the above measures have been exhausted, if difficulties persist, the student will be referred to the Guidance Department for assessment. It is they who, depending on the results of the psycho-pedagogical evaluation, will decide the fundamental measures to be taken at a pedagogical level; the use of some other type of extraordinary measure; as well as the possible referral to another department outside the center.
Inclusive assessment adjustments
These are also noted in the IB. We are talking about modifications in the duration of an exam (for example, access to additional time), the place where it is given (a preferred location), the presentation (such as the use of reading software) or the method of response (for example, the use of voice recognition software).
Personalized attention to all our students and families is a basic pillar in our educational model. That is why we take different measures of inclusion for students with special educational needs associated to:
Inclusion in classrooms fosters different strengths and skills. For example: