Developing and aligning a school inclusion

policy with the Programme standards and

practices
Developing and aligning a school inclusion
policy with the Programme standards and
practices
 Developing and aligning a school inclusion policy with the Programme
standards and practices

Published February 2023

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 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
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To this end the organization works with schools, governments and international organizations to develop
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 IB learner profile
profile IB learner
arner profile IB le
ile IB learner prof
IB learner profile H E IB L E AR
N

ER
er profile IB learn

PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
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We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
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order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others
like them, can help individuals and groups become responsible members of local, national and global communities.

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Contents

Introduction 1
A commitment to equity and inclusive education 1

Leadership and governance (0201) 2

Leadership 1 2

Student support (0202) 3

Student support 1 3
Student support 2 4
Student support 3 5
Student support 4 6

Teacher support (0203) 7

Teacher support 3 7

Culture through policy implementation (0301) 8

Culture 2 and culture 6 8

Students as lifelong learners (0402) 9

Lifelong learners 3 and lifelong learners 7 9

Approaches to teaching (0403) 10

Approaches to teaching 4 10
Approaches to teaching 5 11

Approaches to assessment (0404) 12

Approaches to assessment 3 12

Further guidance for development and implementation of the school 13

inclusion policy
Further guidance for candidate schools 13
Further guidance for schools going through programme evaluation (preliminary review) 14
Resources 16

Developing and aligning a school inclusion policy with the Programme standards and practices
Introduction

A commitment to equity and inclusive education

The International Baccalaureate (IB) is committed to equity and inclusive education, which is part of the
fabric of an IB education. All IB World Schools (IBWSs) are expected to follow inclusive practices and
develop inclusive education. Inclusive education, however, is an umbrella term, and what it means will
differ from one context to another. At the heart of the principle is that every student has fair and equal
opportunities to fully participate as an IB learner and feels they fully belong in the learning environment.
The school inclusion policy should be dynamic; it should be continuously reviewed and grow as the school
makes progress on inclusive education. The policy should be a true reflection of the authentic school
philosophy, principles, practices and processes related to equity and inclusive education. It should also
include any legal or local requirements with which the school may need to align. The policy must be easily
available to the whole school community, preferably with a student version that is easily comprehended by
young learners.
Inclusive education is embedded in the Programme standards and practices. The following examples of
practice for the development of an inclusion policy are listed under the standards and requirements of the
programme standards and practices (PSP). The practices have either a particular focus on inclusive
education or address inclusion in other areas. Brief examples of what the implementation of each practice
may look like in a school and in their inclusion policy are shown.

Developing and aligning a school inclusion policy with the Programme standards and practices 1
Leadership and governance (0201)

Leadership 1

Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to
support programme implementation and ongoing development. (0201-01)
Leadership 1.1: The school clearly articulates its governance and/or leadership structure and establishes
roles, responsibilities and mandates for ensuring programme implementation and development.
(0201-01-0100)

Example(s) of implementation

In the context of inclusive education, the leadership team understands that inclusive education is part of
programme implementation.
For example, the leadership team ensures and plans a timeline during which all teachers gain knowledge,
skills and confidence in the use of inclusive practices to provide equal opportunities for participation,
learning, teaching and assessment.
Roles such as learning support teachers and counsellors are put in place to provide expertise and guidance
to the school community.
The school develops and implements policies such as the inclusion policy, which is a requirement
(0301-02-0100), and also considers other policies that support the inclusive nature of programmes, such as
a child protection and safeguarding policy and a well-being policy.

2 Developing and aligning a school inclusion policy with the Programme standards and practices
Student support (0202)

Student support 1

Student support 1: The school provides relevant human, natural, built and virtual resources to
implement its IB programme(s). (0202-01)

Example(s) of implementation

The school identifies resource needs and makes resource provisions to support inclusive education
throughout the school. The school ensures that all learning spaces and environments are inclusive and
accessible. This does not mean creation of new spaces for being inclusive, but ensuring that every learning
space and environment is one where all students can participate and belong.
For example, depending on the requirements of the student population, the school makes provision for:
• human resources, such as a reader, scribe, practical assistant, learning support teacher, counsellor,
school teacher(s) who regularly check in on a student with emotional difficulties
• built resources, such as physical accessibility of the building, playground, spaces (for example, a
quiet room for downtime if students need a quiet space with reduced stimuli) and accessible
manipulatives
• virtual resources; for example, if the school uses a virtual learning platform, it must be accessible to
allow for full participation for all learners. Examples of accessibility features include, but are not
limited to, adaptations for students with hearing difficulties, vision impairment or processing
requirements, and for students needing assistance with their motor control. When choosing virtual
learning resources, such as websites and applications, select those with features that support the
learning needs and preferences of all students.
The IB produces resources for learning, teaching and assessment in IB programmes. The Access and
inclusion policy can be referred to in the school’s inclusion policy for IB programmes. It contains advice to
guide schools to enable all students to fully participate in learning, teaching and assessment (formative
and summative) by reducing and removing barriers using appropriate and well-planned access
arrangements.
For Diploma Programme (DP) and Career-related Programme (CP) schools, and Middle Years Programme
(MYP) schools that register for eAssessment, compliance with the Access and inclusion policy for provision
of access arrangements for IB assessments is required and the school’s inclusion policy should mention
this.

Developing and aligning a school inclusion policy with the Programme standards and practices 3
Student support (0202)

Student support 2

Student support 2: The school identifies and provides appropriate learning support. (0202-02)

Example(s) of implementation

The school identifies the additional learning needs of all students (not only where a student has identified
learning challenges) and provides support where required. Examples could include, but are not limited to,
the following support.
• Provision of staff for additional support.
• Counselling for a student with emotional difficulties.
• Putting access arrangements in place for students.
• Developing home–school partnerships to support students’ learning needs.
• Adopting a universal design for a learning approach that acknowledges learner variability.

4 Developing and aligning a school inclusion policy with the Programme standards and practices
Student support (0202)

Student support 3

Student support 3: The school fosters the social, emotional, and physical well-being of its students
and teachers. (0202-03)

Example(s) of implementation

The school recognizes the importance of the well-being of all students and teachers. For example, the
school may promote healthy eating, provide a social and emotional skills programme, and provide timely
support and clear pathways or procedures for students and teachers in need of this support. Other
examples include proactively creating a culture and environment that feels safe, where everyone feels
they belong as equals, or implementing mental health, well-being and resilience approaches into the
curriculum.

Developing and aligning a school inclusion policy with the Programme standards and practices 5
Student support (0202)

Student support 4

Student support 4: The school provides guidance and support that help students succeed in its IB
programme(s) and plan for the next stage of their educational and/or career-related experiences.
(0202-04)

Example(s) of implementation

Some students may need additional guidance and support through their IB journey and to plan for the
next stage of their educational/career-related experiences. For example, students with learning support
needs require a carefully planned transition to be in place as they move from one grade/year group to the
next or for their post-school path.

6 Developing and aligning a school inclusion policy with the Programme standards and practices
Teacher support (0203)

Teacher support 3

Teacher support 3: The school provides time and other resources for teachers to collaborate
effectively in the implementation of IB programme(s). (0203-03)

Example(s) of implementation

The school provides:

• time for collaboration between learning support teachers and general education teachers
• time and resources for a team of teachers (including the student, where age-appropriate, and
parents/legal guardians) to plan and discuss a student’s individual education plan
• time and resources to give teachers the professional learning to support inclusion.

Developing and aligning a school inclusion policy with the Programme standards and practices 7
Culture through policy implementation (0301)

Culture 2 and culture 6

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)
Culture 6: The school implements, communicates and regularly reviews its IB-mandated policies to
ensure they are cohesive and reflect IB philosophy. (0301-06)

Example(s) of implementation

The school’s inclusion policy is created in line with IB guidelines such as the Access and inclusion policy,
approaches to learning, and approaches to teaching for each programme and other guidance. The
inclusion policy, at a basic level, must articulate how the school would create an inclusive culture. For
example, the school may use universal design for learning, plan access arrangements for students and
provide equal opportunities for every student. The inclusion policy must include plans and processes for
regular reviews.

8 Developing and aligning a school inclusion policy with the Programme standards and practices
Students as lifelong learners (0402)

Lifelong learners 3 and lifelong learners 7

Lifelong learners 3: Students identify and foster healthy relationships, an understanding of shared
responsibility, and the ability to collaborate effectively. (0402-03)
Lifelong learners 7: Students pursue opportunities to explore and develop their personal and
cultural identities. (0402-07)

Example(s) of implementation

The school embraces the diversity of the student population and recognizes, accepts and values
differences, including personal and cultural identities.
For example, students are given a safe space to explore their identity in an inclusive school culture that
does not have bias and stereotypes. In this safe space, student voices are valued and will be heard. When
students feel they belong, they will be able to express and espouse views and thoughts about their
identities, which may include broad categories such as language, nationality, religion, race, ability, gender
and sexual orientation. They may also align their identities with a talent, interest or passion for specific
academic subjects, dance, music, art, science fiction and so on.

Developing and aligning a school inclusion policy with the Programme standards and practices 9
Approaches to teaching (0403)

Approaches to teaching 4

Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to

create a positive and dynamic learning community. (0403-04)

Example(s) of implementation

Students have opportunities to learn the value of differences and diversity. For example, the school
creates opportunities for collaborative learning groups where students with different abilities and
identities come together; it gives opportunities for students to understand bias and eliminate stereotypes
so that student groups are positive and inclusive. Another important example is promoting a learning
culture where all students move between different learning groups and feel they belong to all of them,
whether it is collaboration in the science laboratory, in the playground or through a group project.

10 Developing and aligning a school inclusion policy with the Programme standards and practices
Approaches to teaching (0403)

Approaches to teaching 5

Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop,
pursue and achieve challenging personal learning goals. (0403-05)

Example(s) of implementation

Every student has fair and equal opportunity to develop in their IB learner journey.
Barriers are identified and removed. To do so, the school use, among others, the following approaches:
• planning access arrangements for students where needed
• removing physical, social and other barriers that affect student participation in the school
• teachers using inclusive practices, such as universal design for learning, teaching and assessment
• using inclusive practices and individual learning plans that address the strengths of all students, not
just areas they find challenging.

Developing and aligning a school inclusion policy with the Programme standards and practices 11
Approaches to assessment (0404)

Approaches to assessment 3

Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively

and transparently. (0404-03)

Examples of implementation

In the context of inclusive education, all students should be able to fully participate in assessments, both
formative and summative, and should be allowed to demonstrate their ability under assessment
conditions that are as fair as possible. This can be done by using universal design for learning principles
when designing and developing formative and/or end-of-year school assessments; by identifying,
reducing and removing barriers using well-planned and appropriate access arrangements; and by
eliminating bias in marking.
Schools across all four IB programmes should draw upon the principles and practice of provision of access
arrangements from the IB’s Access and inclusion policy to formulate their internal school inclusion policy
and practice for learning, teaching and assessment.
For students taking IB-produced assessments, for example in IBWSs with MYP eAssessment, DP and/or CP
assessment, it is a requirement that the school inclusion policy and practice is aligned with the Access and
inclusion policy for provision of access arrangements for IB assessment.

12 Developing and aligning a school inclusion policy with the Programme standards and practices
Further guidance for development and implementation of the school inclusion policy

Further guidance for candidate schools

Once a candidate school has collaboratively developed an inclusion policy based on their school context
and IB documentation, the school should review and reflect on the policy draft to ensure that it includes the
following.
• The school’s mission and values, which must articulate the school’s vision on inclusion (in accordance
both with any local legislation that is applicable and with the overall school policy)
• Practices and procedures to remove barriers to learning
• The school’s legal requirements and how the school’s structures and processes comply
• Alignment with IB standards and practices
• Information on how the policy will be accessible to the whole school community
• Links with the school’s policies (academic integrity, language, assessment, andaccess/admission)
• A description of how the policy will be regularly reviewed at designated intervals in the school
development cycle
• Limitations to inclusion and how future school development addresses the limitations
• A description of the rights and responsibilities of all members of the school community that clearly
states the school’s vision for implementing inclusive programmes
Additionally, the IB requires all school policies to explicitly address the following.
• Consideration of physical and virtual spaces
• Articulation of a planned integration of human, natural, built or virtual resources
• Consideration of the IB learner profile
• Consideration of international-mindedness

Developing and aligning a school inclusion policy with the Programme standards and practices 13
Further guidance for development and implementation of the school inclusion policy

Further guidance for schools going through

programme evaluation (preliminary review)

The expectations for schools going through programme evaluation, as stated in the Guide to programme
evaluation, are as follows.
“The inclusion policy:
• identifies all legal requirements
• outlines the structure and process it uses to comply with legal requirements …”.
See “Inclusion policy” under in the “Policies” table in “Appendix 1: Documentation for preliminary review”.

Examples of implementation
National or local legal requirements

The school’s policy mentions the national or local legal requirements that cover the education of students
with additional identified needs, with protected characteristics and other groups of students recognized
by the country’s laws. However, the extent of detail depends on the local and national contexts. The
school’s inclusion policy must articulate how it will meet these requirements.
Note
The IB understands that in some countries there are specific laws that schools are required to follow in the
provision of educational services for every student with identified needs or for specific groups of students.
In this case, the school’s inclusion policy should state the details as applicable to the educational practice
in the school.
However, in some countries and contexts, the link between the daily provision of educational services for a
student with identified needs in school and the law may not be very clear, and there may be insufficient
clarity about specific mandatory legal requirements. Where the law is not specific, the school’s inclusion
policy should state the details as applicable to the educational practice in the school; where the law is
specific, the policy should include the broad legal requirements.

The school describes the rights and responsibilities of all members of the school community

The school’s policy reflects the IB’s whole school approach to inclusion. This means that the entire school
community is involved with inclusive education (rather than a segregated and specialist approach covered
only by the learning support team). The school uses The IB guide to inclusive education: a resource for whole
school development to support it in this approach, with the aim of developing a whole school inclusive
culture.

The school clearly states its vision for implementing inclusive IB programmes

The school’s inclusion policy reflects futuristic thinking with stated long-term goals for inclusive education.
The vision of inclusion is aspirational and one that inspires and motivates the school community. An
implementation plan will help to achieve the vision.
Note
In determining the vision and writing the goals, schools must bear in mind the context of the IB, including
the IB guidance and policies around inclusion. In doing so, schools will also address culture 2.1 [The school
implements and reviews an inclusion policy that meets IB guidelines. (0301-02-0100)].

14 Developing and aligning a school inclusion policy with the Programme standards and practices
 Further guidance for schools going through programme evaluation (preliminary review)

The school clearly states its vision for implementing inclusive IB programmes

• The Access and inclusion policy includes guidance for Primary Years Programme (PYP) and MYP IBWSs
that are not registered for eAssessment. It also includes the policy requirements for provision of
access arrangements for IB assessments that schools must comply with for MYP eAssessment, and DP
and CP assessment.
• The Adverse circumstances policy is explicitly about support during assessment.
• IB guidelines for learning and teaching are covered in The IB guide to inclusive education: a resource for
whole school development and Learning diversity and inclusion in IB programmes.

The school includes evidence of a review process, such as the date of the most recent review

The school’s inclusion policy is a live document that is used and updated after scheduled reviews. It
includes the date of the most recent review and a timeline (optional) of recent updates that evidences the
growth of inclusion in the school.

Developing and aligning a school inclusion policy with the Programme standards and practices 15
Further guidance for development and implementation of the school inclusion policy

Resources

The IB guide to inclusive education: a resource for whole school development includes questions to ask when
developing and implementing inclusive education. It is not mandatory to include responses to all the
questions in the school’s policy. The guide is a resource to help schools in their thinking process when
writing their inclusion policy.
Learning diversity and inclusion in IB programmes: Removing barriers to learning has a list of points that can be
addressed in a school’s inclusion policy.
The Access and inclusion policy aims to establish standards and best practices in access and inclusion in
IBWSs so that all students can fully participate in their IB education. All schools are expected to draw upon
the principles and practice of provision of access arrangements from this policy to formulate their internal
school inclusion policy and practice for learning, teaching and assessment. For MYP eAssessment, and DP
and CP assessment, this document sets out the policy for provision of access arrangements for IB
assessments with which schools must comply.
The Adverse circumstances policy explains the approach that the IB will take to mitigate the impact of
adverse circumstances on a student during the time of examinations.

16 Developing and aligning a school inclusion policy with the Programme standards and practices