INCLUSION POLICY
Index
1. IB Mission Statement
2. HIS Mission and Vision
3. Purpose of the Inclusion Policy
4. HIS Inclusion Policy
5. Barriers and Additional Needs
6. Role and Responsibilities of the Stakeholder
6.1. Admission Criteria
6.2. Support at HIS
6.3. Implementation of the Policy
7. Process of Implementation
8. Resources for Implementation
9. Documentation of Information
9.1. Special Arrangement for External Examination
9.2. Follow Up and Review
10. Bibliography
The IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organisation works with school, government and international organisations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners.
HIS Mission
Harvest International School is dedicated to providing personalised holistic education, leveraging technology for academic growth and innovation. Our inclusive and value-centric approach develops confident, globally minded individuals who embrace diversity. With the guidance of exceptional educators and partnering with parents, we provide a supportive environment, instilling a lifelong love for learning and empathy.
HIS Vision
Nurture happy learners who embody ethics, excel in their chosen fields, and contribute to the betterment of society.
III. Purpose of Inclusion Policy
The purpose of this policy is outlined in the following points:
- To focus on ensuring that faculty illustrate the successful execution of the clauses mentioned in this policy.
- To ensure that all members of staff are informed of the processes and protocols that provide students with constructive and positive access to the education that is relevant for their personal needs.
- To demonstrate that homerooms and systems have been modified to prevent prejudice or discrimination.
- To customise the teaching methods in tandem with the student’s learning styles and challenges.
- To guarantee the most efficient use of teaching and non-teaching time and resources for students with spectacular educational needs.
- To encourage young learners to reach their full potential and be involved in enriching motivational activities that enhance their self-esteem.
- To create consciousness of the child among students or peers.
IV. HIS Inclusion Policy
The IB’s principles of teaching for learning diversity
How Harvest works in affirming identity and building self esteem of the learners?
The International Baccalaureate (IB) learning cycle emphasises several principles of good practice including valuing prior knowledge, scaffolding, extended learning. This not only helps in academic growth but also in affirming identity and building self esteem of the students.
Valuing prior knowledge: This helps in bringing out the prior meaningful existence knowledge of the student. This knowledge is the foundation on which we develop new learning. It affirms their identity and sense of belongings which in turn helps to boost the self esteem of the student.
Scaffolding: This is the structured support provided to the students as they face the challenging task and gradually removing the support as they gain mastery. This approach provides tailored support to the student according to their needs. Through scaffolding students build their self esteem, feel empowered and learn to face new challenges.
Extended learning: Provides the opportunities to the student to explore the topic of their choice in depth that reinforces their sense of agency. Educators empower students to show their talent, experience and interest. As students demonstrate their capabilities and extended learning experience they showcase their unique talents. This affirmation of identity and competence fosters a positive self-concept and confidence in students, laying the foundation for continued academic and personal growth.
At Harvest, we believe in treating every student equally regardless of their ethnicity, race, additional needs, etc. We are an inclusive school where every student is provided with an opportunity to make their own choices, receive the right instruction and support, to enable them to succeed in their experiences, learning, interests and abilities. We believe in inculcating a sense of belongingness, equality, non-judgemental behaviour towards all.
We believe in providing equal opportunities in teaching, learning, evaluation/ assessment or any other aspect of school life, to all learners by identifying and removing any barriers.
Barriers and Additional Needs
Harvest International School understands that there may be students who have special learning needs that may prevent a student from participating or effectively engaging in any aspect of school life/ holistic development.
These barriers/ additional needs of the students are categorised as below:
| Serial Number | Additional Needs | How the school is supporting at present |
| 1 | Student with ASD |
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| 2 | Students with learning difficulties (Refer to Annexure A) |
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| 3 | Students with ADHD/ADD |
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| 4 | Students with behavioural or emotional disturbances |
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| 5 | Students with Mental Health Concerns |
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Role and Responsibilities of Stakeholders
Role of Management
Management is responsible for setting goals and making inclusion policy, addressing the evolving needs in the organisation.
Management is involved in providing the resources to support the implementation of inclusion.
Management is involved on a regular basis in conducting the training sessions for teaching and non-teaching staff, collecting feedback and adjusting strategies as needed.
Management creates a safe and supportive environment where students can work with their peers without feeling discriminated against.
Role of School Counsellors and Special Educator
The school counsellors shall frequently interact with the classroom to increase awareness and sensitise students and teachers to the needs of students dealing with issues. Additionally, Harvest has collaborated with My Peegu, a team of counsellors who support the school with assessment resources. Social-emotional learning modules and counselling services.
They along with special educators will identify students who require any sort of support with mental health or additional needs and conduct individual counselling sessions with them and prepare IEP (Individualised Education Plan). This shall facilitate their decision making, academic enhancement and stress tolerance.
The homeroom teacher is in constant contact with the school counsellors to guarantee that the child is incorporated into the classroom easily but without segregation, and to work towards the resolution of problems that impede these efforts.
To collaborate and streamline the interventions with any external stakeholders like parents, special education teachers, psychiatric assessment forums and so on.
To collaborate with teachers and parents, to collect all supporting documents required for any access arrangements (psychological report, language test report (if applicable) and educational evidence)
Role of the Teacher
At Harvest International School, the teachers take the responsibility to meet the students’ learning needs and acknowledge the diversity of the student community. The teachers are equipped to:
- Conduct prior research regarding the various additional needs that we cater to at school. This will help the HRT/ specific subject teachers to be well equipped in the beginning of the academic year.
- Prepare themselves to be first aid counsellors
- Conduct regular observations before forming any assumptions and collect relevant evidence for any special needs.
- Fill in the referral forms provided by the school counsellors
- Collaborate with the school counsellors and other respective support teams to address concerns about the student- behavioural, academic, social, emotional, etc.
- Participate in the workshop training conducted by the school counsellors.
- Ensure that the teaching learning is individualised, evaluated and monitored to meet the needs of a student.
- Individualised Learning Program (IEP) is applied throughout the course of study.
- Provide optimal support required for the student’s learning. In case of any access arrangements required, educational evidence is collected by the teachers.
Role of Parents
Parents are important stakeholders in ensuring the child’s inclusion in the teaching learning process. At HIS parents are encouraged and involved to:
- Be a part of school counselling sessions.
- To have open conversations and engage in observation of the student at home.
- In case of any special needs identified, the parents must connect with the class teacher/ school counsellor as per the protocols.
- Parents must provide support in having medical/ psychological assessments, as recommended by the school.
- Parents must provide relevant medical / psychological assessment reports (if applicable) at the time of admission and support the school with any subsequent assessment required.
Role of Students
HIS ensures that the students imbibe school values and ensure a friendly environment for the peers. They are given an environment of learning to make them responsible individuals taking onus of their actions.
The students are encouraged to be responsible to:
- Respect the individuality of each of their peers and empathise with them towards any special needs.
- Attend / organise/ plan sessions for the student community to spread awareness about the challenges faced in student life.
- Bring to attention of the class teacher/ counsellor any specific observations about a student.
- Refrain from indulging into any actions that might hamper the mental/ physical health of peers or juniors.
V. Admission Criteria
Baseline assessment is conducted for the new admission or student transferring from any other curriculum.
With respect to the choice of second language refer to the HIS Language policy – Entry and exit points for language acquisition.
Parents are required to provide information about the student’s medical history at the time of admission, including any relevant reports or assessment done from previous schools, along with a summary from a special educator if applicable.
The school shall set up an interaction with the student as well as parents to get a better insight into the student’s educational background, strengths, weakness, and any specific accommodation that was effective in the past.
Harvest policy stipulates that the school may not have the resources to address all the student’s needs in the future. Therefore the admission may be revoked if the severity of the challenge is progressive or if the parents fail to provide necessary support, such as arranging a shadow teacher as per the child’s requirement.
If a student has already been diagnosed as a special need child, the school determines which tier they belong to and plans the strategies.
The school assesses the specific requirement on the special needs of the student and evaluates if the school is well equipped to meet them.
Regular communication channels between the outside therapist or support team to understand the progress of the student and how best to support within the school environment.
VI. Support at HIS
The learning support team at HIS believes in early identification of the individual needs. Support is categorised according to the following three tiers:
Tier 1 Universal Support – Primary Intervention
Identify the student and do the screening to understand who needs additional support. This includes teacher observation, parents’ input, and academic assessment.
Provide support strategies to subject teachers to help the student in regular classes.
Provide differentiated instructions within a regular classroom to meet diverse learning needs.
Provide accommodations like extra time, preferential seating, and visual aids to the student (if required).
Collaborative meetings with the student, parent, teacher, special educator, and support staff ensure that appropriate instruction and support are provided.
Collect data on student progress and regularly monitor academic and behavioral performance.
Tier 2 Targeted Support – Secondary Intervention
Tier 2 supports occur in addition to the supports that are provided in tier 1 settings.
The intervention team consists of a special educator, counselor, teacher, parents, school staff, and other administrators to deliver targeted interventions.
Creating IEP plans for students with specific needs.
Pull-out sessions to focus on specific subjects/specific skills deficits for providing one-on-one support.
Collect data on student progress and regularly monitor academic and behavioral performance.
Ensure close parent involvement in the intervention process.
Provide regular resources, support, and consistent communication to keep parents informed of their child’s progress.
Tier 3 Intensive Support – Tertiary Prevention
Provide intensive individualized support for students with the most significant needs.
This includes more one-on-one sessions, specialized therapies, and access to assistive technologies to which the school has limited resources.
Consult and regularly meet with outside therapists like occupational therapists and speech therapists to collect data on the student’s progress.
Identify the causes of challenging behaviors and develop behavior intervention plans.
IEP is made and shared with stakeholders. Depending on the availability of resources, the child is taken care of in school or else referred to outside specialists.
Modification, Accommodation, and IEP
Modification
In the International Baccalaureate (IB) program, the term “modifications” typically refers to adjustments made to the curriculum, assessments, or instructional methods to accommodate students with diverse learning needs while still maintaining the integrity and rigor of the program. These modifications aim to ensure that all students have equitable access to the curriculum and assessments and can demonstrate their knowledge and skills effectively. The approach is typically more aligned with differentiation and individualized support rather than formalized modifications found in some educational systems. The IB program aims to provide a rigorous and inclusive education for all students.
Accommodation
The school is equipped to provide the following accommodations:
- Accommodating the amount/volume of work.
- Allowing extra time.
- Providing extra support or changing the physical setting.
- Providing rest breaks.
- Allowing accommodations to finish assignments at home.
- Usage of devices in case of difficulty in writing.
- Making available read-aloud support/scribe in case of print disability.
- Providing differentiated roles to ensure participation.
- One-on-one attention.
Individualized Education Plan (IEP)
Students with specific learning needs have Individualized Education Plans. This plan outlines the accommodation, modification, and tailored support according to the specific needs of the student to achieve the goals. This plan is created in collaboration with the teacher, counselor, special educator, school management, student, parents, and other support if any. The duration of the IEP depends upon the tier level of the student.
Transition Plan/Exit Plan
With Respect to Tiers
The program targets students who exhibit improvement and sustain it for a minimum of 6 months, transitioning from tier 3 to tier 2, and then from tier 2 to tier 1.
In case of sustained improvement in Tier 1, the child is transitioned to a follow-up plan and observed for another 1 year.
The student undergoes assessment, and based on the improvement, the student is weaned off from the IEP.
The school ensures that goals set are realistic, achievable, and focus on the skills and knowledge that a student will need to be successful and more independent.
With Respect to Curriculum
Transition of a student from one curriculum to another in the middle or at the end of the academic calendar is allowed with the following criteria:
- For the Primary Years Programme (PYP), transition occurs after the completion of all 6 units.
- For the Middle Years Programme (MYP), transition occurs after the completion of all 4 units (as planned for the year) across all subjects and the Interdisciplinary Learning Unit (IDL).
All transitions are planned in consultation with the parents and stakeholders at the school.
VII. Implementation of the Policy:
Process of Implementation:
| Steps | Protocol | General Educator’s Role | Wellness Department’s Role |
| STEP 1 | REFERRAL | The teachers can fill out the Referral Form for referring the student to the Wellness Department | The Wellness Department connects with the educator who has referred the child within 48 working hours. |
| STEP 2 | CLASS OBSERVATION | The educators maintain the norm of the regular classroom environment during observations so the facilitators may benefit from observing the typical behaviours portrayed by the student. | The Wellness Department team schedules observations for the student in varied environments and classes. |
| STEP 3 | MEETING W/ HRT/CO-ORDINATORS | The teachers are requested to be available for the meeting with the Wellness Department | The first line of findings as per the observations and the next plan of action are discussed. |
| STEP 4 | MEETING WITH THE PARENTS | The teacher can reach out to the wellness team and try to be there for the meeting with the parents. | Parental consent is acquired. Student history is documented. Parental tips might be provided as per Parent’s level of acceptance |
| STEP 5 | INFORMAL PRE-ASSESSMENT (4X) | Coordination and formal communication to the student’s parents for organisation of the Interaction Session with the student. | The wellness team conducts informal assessments to determine the student’s tier placement and assess the challenges they face. |
| STEP 6 | RECOMMENDATION FOR FORMAL ASSESSMENT (IF REQUIRED) | Coordination and attending the Parent interaction for the purpose of referral; Maintaining Parent Communication during this period | The Wellness Department leads the meeting for the purpose for recommendation to be made to the parents for formal assessment along with guidelines for the recognised authorities for assessment |
| STEP 7 | IEP (Individual Education Plan) / IIP (Individual Intervention Plan) Meeting | Aligning the student’s academic accommodations in the classroom as per IEP/IIP. | IEP/IIP is curated as per the findings, observations and assessments, consisting of short term and long term goals. Meetings will be organised by the Wellness Department. |
| STEP 8 | POST-ASSESSMENT PARENTAL FEEDBACK* | Coordination and formal communication to the student’s parents for organisation of the Interaction Session with the parents | The identified goals as well as the recommendations as per the diagnostic reports and the IEP are discussed with the parents. Scaffolding the parents as per need basis. |
| STEP 9 | REMEDIAL & ACADEMIC SUPPORT | Accommodations, focus classes or one on one support as per the recommendations. | Lesson plans and special education classes in individual or group settings as per the findings. |
| STEP 10 | MONTHLY MEETINGS | The teachers are requested to schedule and be available for the meeting with the wellness department to discuss the student’s progress and ways to improve the student’s classroom experience and any other challenges. | The monthly updates, tips for educators, ideation for accommodation and updates on the student’s performance are shared with the general educators. |
| STEP 11 | IEP REVIEW (ONCE IN THREE MONTHS) | The teachers are requested to be available for the meeting with the Wellness Department to assess, review and update the identified goals | IEP Goals are reviewed as per the current level of performance of the student. Meetings will be organised by the Wellness Department. |
* Applicable for Students for whom the Formal Assessment Reports are available and indicate challenges Note: In serious or discrepancy cases where the counsellor is not authorised to perform a clinical diagnosis, the student is referred to external support services (Therapist- Speech, Organisational, Educational Psychologist, Special Educator, Developmental Paediatrician) for further consultation. | |||
Note: In serious or discrepancy cases where the counsellor is not authorised to perform a clinical diagnosis, the student is referred to external support services (Therapist- Speech, Organisational, Educational Psychologist, Special Educator, Developmental Paediatrician) for further consultation.
B. Resources for Implementation
School Counsellors and Special Educators
The school has employed counsellors and special educators to support students with differentiated needs. They support the identified students with a guided structure for their psychological and academic needs.
Classroom assistance for all students with additional needs and skills may include enrichment activities, classroom accommodations, minor-group guidance, and one-on-one support as deemed necessary. If a student is observed to benefit from additional support in the classroom, parents may be advised to either appoint a shadow teacher in school or seek the support of a special educator outside of school if needed. Teaching methods are modified for students with additional needs. Another method incorporated into the learning experience of students with additional needs is the buddy system.
Resource Room
The leadership has allocated a proportion of the school budget to address psychological needs through the creation of a resource room. Funds are allocated annually for the acquisition and development of resources for special needs. School counsellors and special educators are responsible for maintaining this space, conducting the day-to-day execution of the counselling program and therapy sessions. They collaborate with Home Room Teachers (HRT) and the IB coordinator to manage referrals. A referral form is available, and teachers making a referral must complete it. Counsellors take action within 48 working hours. This room serves as a safe space for both faculty and students to express concerns about a student or their personal struggles, fostering a culture of openness and inclusivity that positively influences faculty attitudes and behavior towards students.
Assessment Tools
Assessments are utilized to identify or confirm the need for psychosocial intervention in students. Depending on the students’ needs, counsellors use various baseline assessments to determine what is best suited to them. These assessments measure qualitative and quantitative milestones in students and provide preliminary insights into the student’s challenges. Strengths and positive character traits are equally assessed and subsequently enhanced. These in-school appraisal processes are also valuable tools for measuring student development and achievement, providing crucial information for educational planning and learning strategies.
C. Documentation of Information
- Checklist for the various additional needs.
- A referral form to understand the urgency of the situation.
- An anecdotal record maintained by all class teachers for students.
- Parent communication and meetings, if applicable.
- Student observations documented by counsellors.
- Inclusivity workshop at the beginning of the academic year for the teaching staff.
- Need-based, one-on-one sessions.
VIII. Special Arrangements for External Examinations
Harvest aims to provide all necessary special arrangements to ensure that all students have equitable access to the MYP external assessments. To achieve this goal, Harvest has implemented an inclusive program aimed at eliminating any barriers that may hinder a student’s performance. These accommodations are established based on whether authorization is required from the IB or not.
Additionally, applications for special arrangements must be submitted to the IBO six months prior to an examination session, i.e., by 15 November for candidates registering for the May examination session and by 15 May for candidates registering for the November examination session.
Arrangements for External Examinations Not Requiring Authorization
- Separate Room: A student is permitted to take an examination in a separate room if it is in the best interest of the candidate or other students in the group.
- Preferential Seating: A student may arrange for appropriate seating to meet individual needs.
- Use of Aids: A student who normally uses aids is allowed to do so (e.g., color overlay, hearing aid, visual aid, magnifying aid).
- Clarification of Examination Instructions: If a student has difficulty reading or paying attention, or has a hearing challenge, the examination directions can be clarified by the invigilator or a designated reader.
- Rest Breaks: A student may be permitted rest breaks if required due to medical, physical, psychological, or other conditions.
- Prompter: A student may be permitted to use a prompter due to attention issues, psychological, or neurological conditions.
Arrangements for External Examinations Requiring Authorization
- Access to Alternative Font: Modification of font, text, or background color for candidates with visual challenges or specific learning challenges.
- Access to Additional Time: The amount of additional time given to a candidate is directly linked to the degree of the access requirements.
- Access to Writing: Candidates may require access arrangements to provide written responses due to specific learning challenges, visual challenges, visual processing challenges, fine motor challenges, attention challenges, or other psychological or medical challenges.
- Access to Electronic Graphic Organizers (paper-based).
- A student who requires a scribe may be supported by a scribe to produce their written responses.
- Access to Reading: Students may require support to read text in examinations due to learning challenges, visual processing challenges, attention challenges, visual challenges, or other medical issues that may affect vision.
For further accommodations requiring IB authorization, please refer to the Access and Inclusion guidelines.
IX. Follow-up and Review
As the needs of students are ever-evolving, this policy is subject to review once a year. All stakeholders are kept well-informed regarding the policies and are expected to implement them efficiently. At the beginning of every academic year, students and parents are informed through orientation about any changes. The school Inclusion policy is a work in progress, with the school growing each year with respect to relevant recruitments and their engagement in making Harvest International a truly inclusive educational institution.
Created by:
Policy Created: September, 2023
Team Members: Ms. Suryavathy (Principal), Ms. Ruchira Banka (MYP Coordinator), Ms. Neha Gupta (Special Educator, PYP Homeroom Teacher), Ms. Radhika Muraleedharan (PYP Coordinator, PYP Homeroom Teacher), Ms. Pranjaya (Counsellor)
Policy Review:
Last Reviewed: September, 2023
Team Members: Ms. Ruchira Banka (MYP Coordinator), Ms. Neha Gupta (Special Educator, PYP Homeroom Teacher)
Bibliography
- “Unit 3: Adaptations Accommodations and Modifications.” Specialeducationnotes.co.in, specialeducationnotes.co.in/B6unit3.htm#google_vignette. Accessed 28 Mar. 2024.
- “Authentication Selector.” Sso.ibo.org, resources.ibo.org/data/learning-diversity-and-inclusion-in-ib-programmes_a910d098-5e8d-4a40-b072-83b4a4c009b7/learning-diversity-and-inclusion-in-ib-programmes-en_b4a5229b-45db-4129-a2ab-fc7066b9d86f.pdf. Accessed 28 Mar. 2024.
- “Authentication Selector.” Sso.ibo.org, resources.ibo.org/ib/topic/Access-and-inclusion/works/edu_11162-53587?lang=en. Accessed 28 Mar. 2024.
- “Authentication Selector.” Sso.ibo.org, resources.ibo.org/data/g_0_senxx_csn_2209_1_e.pdf. Accessed 10 Mar. 2024.
- “Authentication Selector.” Sso.ibo.org, resources.ibo.org/ib/topic/Adverse-circumstances-policy/works/edu_11162-417576?lang=en. Accessed 20 Dec. 2023.
Annexure A
Primary or Secondary Barriers | Sub area |
Additional language | English/ French/ (the IB response languages) as an additional language (first or best language is not the language of instruction) |
Hearing | Mild or moderate hearing loss |
Severe or profound hearing loss* | |
Intellectual exceptionalities | Cognitive delays |
Gifted and talented | |
Movement and coordination | Fine motors |
Neurological | |
Oral/ verbal | |
Physical/ spatial | |
Medical | Asthma |
cancer* | |
Diabetes | |
Rheumatism |
Reading | Reading comprehension |
Reading fluency | |
Seeing | Colour blindness |
Low or partial vision | |
Nystagmus | |
Socio – emotional | Emotional disturbance |
Gender identity related | |
Neurodevelopmental (autism, Asperger’s etc)** | |
Sexuality related | |
Withdrawal and isolation | |
Speech and Language | Expressive language |
Receptive language | |
Stammer/ stutter | |
Writing | Handwriting/ typing speed |
Spelling | |
Writing expression/ fluency |
- *Need base support provided based on the availability of the resources.
- ** Admission subject to observation and provision of a shadow teacher by the parent.
Annexure B
Access arrangement | When will it be applied? | Applicable programmes for IB assessments | Is authorization required for IB assessments? | Criteria for eligibility |
Additional time (10%) | Learning and teaching IB assessments | MYP DP CP | Yes • Not available for listening comprehension examinations | •A standard score of 90–100 in one or more cognitive processing measures that affect speed of working (e.g., working memory, processing speed, long-term/short-term retrieval, visual–motor coordination, etc.) •A standard score of 90–100 on an assessment of reading (reading fluency and/or reading comprehension) •A standard score of 90–100 on an assessment of writing (writing fluency and/or written expression) •A physical, sensory, psychological/medical challenge due to which additional time is required. |
Additional time (25%) | Learning and teaching IB assessments | MYP DP CP
| Yes • • Only applicable for written examinations • Available for listening comprehension examinations for producing written responses but only if there is no request for additional time for listening •Not available for studies in language and literature and language acquisition examinations for additional language learners | •A standard score of 90 or less on one or more cognitive processing measures that affect speed of working (e.g., working memory, processing speed, long-term/short-term retrieval, visual–motor coordination, etc.) •A standard score of 90 or less on an assessment of reading (reading fluency and/or reading comprehension) and there is no request for additional time for listening. •A standard score of 90 or less on an assessment of writing (writing fluency and/or written expression) and there is no request for additional time for listening •A physical, sensory, psychological/medical challenge due to which additional time is required and there is no request for additional time for listening •A language test composite standard score in reading and writing that is below competency level •A language test composite standard score in reading and •writing, listening and speaking that is below competency level |
Additional time (50%) | Learning and teaching IB assessments | MYP DP CP | Yes •Only applicable for written examinations •Not applicable for additional •Available for listening comprehension examinations for producing written responses | •A standard score of 75 or less in one or more cognitive processing measures that affect speed of working (e g., working memory, processing speed, long-term/short-term retrieval, visual–motor coordination, etc.) •A standard score of 75 or less on an assessment of reading (reading fluency and/or reading comprehension) •A standard score of 75 or less on an assessment of writing (writing fluency and/or written expression) •Standard scores below 90 in at least three measures (where at least one includes a score on an assessment of reading or writing) that affect speed of working and there is no request for a scribe or reader/ screen reader •A physical, sensory, psychological/medical challenge due to which additional time is required |
Additional time for oral examinations (25%) | Learning and teaching IB assessments | MYP DP CP | •Yes •Available for oral examinations including in the core subjects •Is applicable to both preparation and delivery of the oral examination but the additional times needs to be split between the two. • | •A standard score of 90 or less in processing speed measures that affect expressive and/or receptive speech, long-term/ short-term memory or auditory processing •A standard score in a language test in speaking and/or listening that is below competent •Speech and communication challenges (e.g., stuttering) or psychological challenges (e.g., social phobia, anxiety, etc.) • |
Access arrangement | When will it be applied? | Applicable programmes for IB assessments | Is authorization required for IB assessments? | Criteria for eligibility |
Additional time for mathematics —applicable to mathematics and subjects that require mathematical calculations (25%) | Learning and teaching IB assessments | DP CP | Yes •Only applicable to students with challenges in mathematical operations •Not applicable to students who require additional time for all subjects. | •A standard score of 90 or less in a test of mathematical fluency |
Additional time for listening in listening comprehension (25%) | Learning and teaching IB assessments | MYP DP CP | •Yes • | A mild or moderate hearing condition or auditory processing disorder due to which the student would require additional time for listening and there is no other request for additional time |
Rest breaks | Learning and teaching IB assessments | MYP DP CP | No • | A physical, sensory, psychological /medical challenge or any other difficulty due to which rest breaks are required |
Deferral | IB assessments | MYP DP CP | Yes | A physical, sensory,psychological /medical challenge or any other difficulty that would require the student to defer the examination to the next or future session |
Extensions to IB submission deadlines | IB assessments | MYP DP CP | Yes | A physical, sensory, psychological/medical challenge or any other difficulty that requires this access arrangement |
Additional retakes (exceptional— provided on a case-by-case basis) | IB assessments | MYP DP CP | Yes | •A severe physical, sensory, •psychological/medical challenge or any other difficulty that requires this access arrangement •Access arrangements have been in place for the first three examination sessions |
Extensions to homework and assignment deadlines | Learning and teaching | Not applicable for IB assessments | ||
