Special Educational/Inclusive Education Policy

Developed and approved: December, 2012
Reviewed and approved March , 2015
Next review Academic year 2017-2018

School Lyceum No. 6 promotes education that inspires students to value integrity, cultural diversity, and the pursuit of well-being and excellence. Our school fosters an environment which empowers students to become creative, confident lifelong learners, ready to take action in the local and global communities.
We believe that all students are entitled to a broad and balanced curriculum, which is differentiated to meet individual needs and which enables them to reach their full potential.
School Lyceum No. 6 is fully committed to inclusive education defined by the International Baccalaureate as “an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers” and “the learner profile in action, an outcome of dynamic learning communities.” For this to be successfully achieved we maintain a culture of collaboration, mutual respect, support and problem solving.

Principles of an Inclusive Education Promoted by the School

• Provision of the relevant service, choice and resources that incorporate the views of all stakeholders for the betterment and safeguard of all students.
• The school community and other authorizing bodies the school cooperates in developing its Special Educational/Inclusive Policy and practices actively seek to remove barriers to learning and participation.
• All students have access to an appropriate education that affords them the opportunity to achieve their personal potential.
• Provision of the right skills training and strategies to ensure the students identified by the school as needing special educational, emotional, physical and/or psychological support are successfully included in mainstream education.
• Development of an inclusive environment which is effective, friendly and welcoming, healthy and protective, and gender-sensitive for all learners viewed as an essential part of the school’s effort to increase access to, and improve the quality of, the school.


School Lyceum No. 6 Special Educational/Inclusive Education Policy begins with leadership from the Head of School, the School Administrative Leadership Team, who actively support the Learning Support and Language Acquisition/Mother Tongue Support staff in achieving the following objectives:
• To enable all students to access a broad, balanced, stimulating, challenging and differentiated curriculum, focusing on the needs, strengths, abilities, talents and individual learning styles of all students.
• To ensure early identification, assessment and provision for any student who may have special educational, language of instruction/second language or mother tongue needs or who is in need of any kind of learning support.
• To encourage and support students to participate in all decision-making processes, target-setting and review of their individual educational plans (IEP), where appropriate.
• To view parents as partners, and involving them fully in supporting their child’s education, developing and implementing a joint learning approach at home and at school.
• To ensure that parents, students and teachers have a common understanding of the student’s educational targets.
• To monitor, evaluate and record students’ progress at regular intervals, discussing results with the student, their parents and their teachers.
• To provide training, advice, appropriate strategies and information to staff on how we, as a school, may meet the needs of students with learning and/or language difficulties.
• To engage teachers in sharing best teaching practices for differentiation.


School Lyceum No. 6 develops the principles of differentiation as “inclusion in practice” . We believe that inclusion and differentiation are most successful in the context of the learning community where there is a culture of collaboration that encourages and supports problem solving.
We are committed to developing the school community’s awareness and practices of differentiation as “the process of identifying, with each learner, the most effective strategies for achieving agreed goals” .

All teachers are considered to be teachers of children with special educational needs and teaching of these students is a whole school responsibility requiring a whole school response.
Admissions and Types of Support Offered
School Lyceum No. 6 has limited resources to accommodate students with special needs, therefore any case for acceptance is carefully considered. In compliance with the national legislation and the school’s Admission Policy the following are hindrances for enrolment:
• severe mental and intellectual challenges;
• epilepsy and related conditions;
• physically challenged cases that require special care and facilities;
• severe intellectual and emotional behavior conditions.
The school, therefore, accepts students with mild/moderate learning difficulties yet who are able to succeed in a mainstream classroom, with some additional support from teachers and teaching assistants.
The Admissions Manager will inform the Learning Support coordinator and the school’s administration, who constitute the Admission Board, of any special educational needs identified by the admissions process. The Admission Board will then review the application and advise the parents whether or not School Lyceum No. 6 has the appropriate resources to meet those identified educational needs. If necessary, the Admission Board will request additional documentation or assessment. School Lyceum No. 6 confirms its whole responsibility of providing all admitted students with all the required facilities in the school premises, including the building and the campus, so that they feel equal to the rest and to have all the necessary support, including psychologial, medical, speech therapist, etc. In any case the school will instruct parents at the time of admission about specialized institutions in the country that render qualified professional services.
The primary aim of the learning support programme at School Lyceum No. 6 is to develop learning skills that emphasize organization, self-advocacy, study skills, note-taking, and time-management as well as support learning in specific content areas. Students are also taught how to create goals and to become familiar with their learning needs. The school develops an annual Learning Support centre programme, which incoropartes pedagogical and psychological diagnostics, individualized homeroom programme and consultancy service and professional development training for the staff.
Mild Support
These are identified students who need some support. Typically these students have a range of achievements from at grade level or below grade level by about one year in any given area. This model of consultative support can include small group or in class learning support.
Moderate Support
These are students identified with cognitive or learning disabilities with evidence of at least 2 grade levels behind peers. More specialized needs are addressed through the development of Individual Educational Plans (IEP’s), in class support and reinforcement classes. Curriculum modification occurs when required.

Identification Procedures

The process of identification of learning support students includes the following:
• Information from previous schools and parents.
• Screening/assessment on referral from parents, teachers, or self-referral.
• Language Proficiency Tests.
• Evidence from teacher observation.
• Speech and Language Therapist, Leaning Support/Educational Psychologist’s Reports, Diagnostic Assessments and Medical Assessments.
• Internally and externally validated assessment results.

Roles and Responsibilities
Learning Support Centre Coordinator’s role

The Coordinator will be responsible for:
• leading the implementation of the SEN/Inclusive Education policy within the school;
• establishing referral procedures for use in the school that identifies an individual student’s educational needs;
• establish firm and clearly articulated criteria for the identification of special educationalneeds within the limitations of the existing and future educational environment operating in the school;
• establishing and the implementation of a whole school SEN student database;
• organizing the observational and assessment strategies for each SEN student;
• establishing and maintaining a database of learning strategies for teachers dealing with an identified need in their classroom, including developmental support for the creation of individual learning materials required for SEN students;
• implementing a system of teachers’ support for their continuous professional development;
• communicating with the SEN student’s families;
• interacting with external agencies and specialists, who are required for rendering appropriate support for students with special educational needs, including health services, social services, and any other appropriate organizations;
• managing resource database for the provision of SEN strategies to SEN students;
• making an annual summary of SEN students.

Teacher’s role

Teachers will be responsible for:
• planning for and implementing strategies for differentiation in all classes to ensure student-centeredness permeates;
• coordinating their intervention strategies with other teacher to fully implement Individual Educational Plans (IEP’s);
• creating positive teaching and learning environment for each student in classrooms and for their equal participation in the school’s life;
• maintaining, within their subject area, individual learning profile for eah student;
• ensuring the SEN student-related information and appropriate resources are properly communicated to all stakeholders.


IB documentation

1. Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes. International Baccalaureate Organization, 2014
2. Meeting student learning diversity in the classroom. International Baccalaureate Organization, 2013
3. Diploma Programme Candidates with assessment access requirements. International Baccalaureate Organization, 2009, Updated July 2014
4. Middle Years Programme Candidates with assessment access requirements. International Baccalaureate Organization, 2015
5. MYP: from Principles into Practice. International Baccalaureate Organization, 2014
6. The Diploma Programme: from Principles into Practice. International Baccalaureate Organization, 2009

Other Sources

1. Abbott, C. 2007. “Defining assistive technologies: A discussion”. Journal of Assistive Technologies. Vol 1. Pp 6–9. IN McKnight, L and Davies, C. 2012. Current Perspectives on Assistive Learning Technologies: 2012 review of research and challenges within the field . Oxford, UK. University of Oxford.
2. OECD. Ten Steps to Equity in Education. 23 December 2013. http://www.oecd.org/education/school/39989494.pdf.
3. Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 48, 49, 108, G– 12. ISBN 0-07-323007-3.