Special Educational Needs Policy Monnet International School in Warsaw

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Special Educational Needs Policy Monnet International School in Warsaw Rationale Monnet International School strives to ensure that all students are provided with the necessary support to allow them

1 Special Educational Needs Policy Monnet International School in Warsaw Rationale Monnet International School strives to ensure that all students are provided with the necessary support to allow them to achieve academic success and reach their full potential as they progress through the Diploma Programme. This statement is based on IB beliefs that all candidates must be allowed to take their examinations under conditions that are as fair as possible. Where normal examination conditions and assessment procedures would put candidates at a disadvantage and prevent them from being able to demonstrate their skills and knowledge adequately, reasonable forms of accommodation may be authorized (Handbook of Procedures for the Diploma Programme 2013, p.77) As the policy is written, Monnet International School does not have a special educational team, however the school counselor is responsible for helping identify special educational needs. Professional assessment is outsourced through private and public psychological clinics. Definition of special educational needs A students has special educational needs if she/he: has a significantly greater difficulty in learning than the majority of the student of the same age/class, or has a neurodevelopmental disorders (such as ADHD, autism, communication disorders, learning disorders), or has a physical disability which prevents or hinders the student from learning or performing compared to students of the same age within the school, or has a chronic illness that interferes with daily functioning and the student`s activities for more than three months in a year,or has a mental health problems (such as OCD, affective disorders, anxiety disorders, PTSD), or is identified as gifted and talented or exceptionally able. A student must not be regarded as having special educational needs solely because of the language difficulties, problems related to the relocation or inconsistent educational background.

2 Goals of special educational needs policy 1. To enable all students to have full access to all elements of the school curriculum and assessment policy. 2. To ensure that the special needs of students are identified early, assessed, and provided for. 3. To identify the roles of counselor, teachers, and caregivers. 4. To follow the national guidelines. laws regarding Special Education and IB 5. To clarify how the student`s needs will be met. 6. To help creating friendly environment in which every student could feel valued and respected, and could develop academically and emotionally. Identification, assessment and provision Identifying a student s special needs, every teacher should carefully observe and analyze a student`s performance, especially if a student : makes little or no progress, shows signs of difficulties in developing key skills and therefore achieves poor grades in tests presents emotional or behavioral difficulties over time. and does not improve A teacher should inform the counselor about any considerations as soon as possible. After analyzing the obtained data, the counselor will set up a meeting with the student and his/her caregivers to discuss the difficulties. If necessary, the counselor will encourage caregivers to have their child tested by a specialist. When a student has been identified as in need of more support, the whole educational team will meet to decide what course of action to take. Monnet International School does not have special education team, so the possibilities are limited to : Differentiation of classwork Homework help ( extension of deadlines, providing extra tutoring) Differentiation of ongoing assessment ( additional time, modification of test papers) All documents regarding students identification, assessment and provision are placed in his/her file. Only the head of the school, the IB coordinator, the

3 counselor, and the class tutor can access student files. Confidential information regarding student`s special needs will be provided by the counselor or the coordinator to every teacher working with this particular student during information meetings. Special Educational Needs and Accommodation for Assessment For IB external and internal assessment, the IBO authorizes the school to provide inclusive arrangements if a professional psychological/ psychoeducational/medical assessment of a student has been performed within the last two years and the results of such testing has been provided to the IB coordinator. The results of such assessment as well as their translation into English, if needed, must be provided to the IBO. No special arrangements could be offered without these documents. All psychological/psycho-educational/medical reports must: be legible, on paper with a letterhead, signed and dated state the title, name and professional credentials of the person (or persons) who has undertaken the evaluation and diagnosis of the candidate state specifically the nature of the learning support requirement, and the tests or techniques used to arrive at the identification be accompanied by a translation into English, French or Spanish, if it is not written in one of the IB working languages. All psychological/psycho-educational reports must: be based on the candidate s performance on nationally standardized psychological tests (where available and published, recent editions of standardized tests should be employed) report results as standard scores, which have a mean of 100 and a standard deviation of 15, and notpercentiles or age/grade equivalents (Candidates with assessment access requirements, IBO 2009; updated May 2011 and September 2013) When granted, the arrangement may include : modification to exam papers extension of deadlines for internal assessment

4 assistance with practical work additional time rest periods using information and communication technology scribe and transcription help in reading Responsibilities Responsibilities of the School: provide information and training for teachers to address special needs of students and to help with differentiation raise staff awareness of the needs of students identified as students with special educational needs and methods that can be used in teaching ensure the teachers compliance with national law and IBO guidelines regarding students with difficulties and disabilities provide resources for the implementation of the policy Responsibilities of the DP Coordinator: follow the national law and IBO guidelines regarding students with special educational needs work collaboratively with teachers and caregivers to support these students and monitors student s progress communicate with caregivers and students regarding the documents required for special arrangements submit the request to the International Baccalaureate Organization for inclusive arrangements maintain records advise parents at enrollment about rigorous program requirements and high academic standards to ensure appropriate placement. Provide them with the key information from Candidates with Special Assessment Needs ( Handbook of Procedures) Responsibilities of the counselor: communicate with students and their caregivers, if struggling or any learning difficulties are observed a student is

5 refer a student for testing work collaboratively with teachers and communicate with them support them in implementation of psychological recommendations provide in-school training for teachers maintain records communicate with the DP Coordinator special educational needs to regarding students with Responsibilities of the teachers: identify struggling learners and inform counselor if problems or concerns arise the DP coordinator and the carefully monitor progress of a student with special educational needs and communicate any concerns to the counselor implement appropriate interventions and recommendations participate in training when available Parent responsibilities: have knowledge of their child s entitlement have knowledge about the possible inclusive arrangements provide necessary documents ( psychological, psycho-educational reports) based on the candidate s performance on standardized tests accompanied by a translation into English if necessary or a medical report discuss the request for assessment with the DP coordinator have access to information, advice, and support Student`s responsibility: express their feelings and needs participate in decision-making indicate choices ask for information and support

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