CIST Learner Diversity and Inclusion Policy 2020-21

Canadian International School of Thailand
Learner Diversity and Inclusion Policy

Policy: Learner Diversity and Inclusion
Date: February, 2020
Review cycle: Next review date February, 2021

CIST Mission and Vision
Philosophy
Admissions
Post-admissions
Facilitation of Learning
References

CIST Mission and Vision

Canadian International School of Thailand provides learning opportunities for growth, personal achievement and global
awareness.

● Instill enthusiasm for learning
● Inspire every student to fulfill their potential
● Meet the needs of each individual by supporting personal and academic growth
● Provide opportunities for students to pursue individual interests and nurture real world skills
● Support students in taking action on issues of local and global significance

Philosophy

The mission and vision of the school recognizes diversity in learners and the need to identify and nurture that diversity towards
realizing the full potential of each student. To that end, the Canadian International School of Thailand leadership team works to
develop facilities and programs that will achieve these goals.

This policy serves to outline the opportunities and obstacles for inclusion with the Canadian International School of Thailand
and the actions that are taken towards improving inclusivity for students. Currently the campus environment is not modified for
students with mobility challenges and there is no trained support professional on staff.

See Appendix A: School Inclusion Plan

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Admissions

The student application form requests information regarding known and diagnosed educational needs and the interview/testing
process allows for non-specialist observation and evaluation. Diagnostic documentation is requested to allow for consideration of
the level of support that has been given previously and is available at CIST. This includes Individual Education Plans,
professional diagnoses and medical reports where appropriate. Additional questioning at this stage may be used if there is no
documentation in order to best evaluate.

At CIST, we aim to provide an engaging, differentiated learning environment for all of our students, however, our professional
and physical resources for students with moderate to severe special needs are very limited.

All documentation is confidential but will be shared with the designated teacher upon enrollment to plan for appropriate
learning strategies and support within the classroom.

Post-admissions

In the case of post-admission observations of a student by the teacher indicating the need for further investigation the teacher will
complete a checklist and observations form and discuss the matter with school administration. Additional observations and
review of student work and learning strategies utilized will be undertaken prior to discussions with parents.

The school administration will convene a meeting with the student’s parents and teachers to review the information and devise a
solution which may include assessment by an educational specialist or medical practitioner that will provide additional
information and advice to help support the student and their growth potential.

If a student is diagnosed with needs that require a personal classroom aide this must be provided by the family of the child.

Facilitation of Learning

The current scale of the school limits the provision of specialist support teachers to work with students and coach classroom
teachers. This role is shared between the school leadership team and teachers on a case-by-case basis in collaboration with parents.
See Appendix A: School inclusion plan

● CIST aims to provide support for its students with learning and/or special educational needs, as well as their teachers.

● Collaborative planning and reflection amongst the various levels of school (Early Years, Primary and High School)
incorporates differentiation for all students’ learning needs and styles.

● In the classroom, teaching styles, materials, and level of support are differentiated in order to meet students’ needs.

Teachers at CIST respect that ‘one size does not fit all’ and in all classes teachers observe, reflect on and respond to learning
diversity through their planning, activities and assessments. Examples of this may include but will not be exclusive to:

Early Years - recognition of student preference to work individually or with a partner or group; provision of a variety of learning
centres with stated options for participation or choice; individual socio-emotional and language support provision by parents of
student

Elementary - one on one evaluation of language or reading development; provision of choice of response to provocation to
include personal interests;

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High School - provision of support materials such as word banks, pre-teaching vocabulary, additional visual materials or
alternative materials to increase access to prescribed content; flexible assessment platforms to provide evidence of learning and
written examination support with readers and extra time.

Additionally schedules allow for transition times between activities or class and school routines are flexible to accommodate
alternative activities or events.

The school follows the Quebec Ministry of Education guidelines for the development of Individual Education Plans where
appropriate. The IEP provides guidance for teachers, parents and the student in the facilitation of learning.

NOTE: Diagnostic testing

At present CIST does not have an in-house or outsourced professional diagnostician but is seeking support resources in
Bangkok. Cultural sensitivities among parents and lack of Thai language tests are obstacles to diagnosis for CIST students.

High school students and those Elementary students who have sufficient English language proficiency with school
recommendations for evaluation will be asked to attend appropriate testing at the expense of the family. Resulting diagnosis and
concluding advice on intervention strategies will be shared with the school to facilitate the student’s progress at the school
through a substantiated Individual Education Plan (IEP)

High school students with a substantiated IEP will receive the appropriate support at the school attended during the residential
stay in Canada. This may include additional time for coursework or examinations, a reader or scribe for written examinations or
the use of a keyboard.

References

- Meeting student learning diversity needs in the classroom, IBO 2019
- The IB guide to inclusive education: a framework for whole school development, IBO 2019
- Students with Special Needs: Policy on the organization of services, Lester B Pearson School Board 2013
- Lakeside Academy Special Needs Policy undated

Appendix A: School Inclusion Plan

Barrier Solution Timeline
Physical access
Access to school building - steps at Construct at least one ramp suitable
Physical access every entrance for wheelchair

Elevator with no access to 2nd floor Reinstate 2nd floor elevator stage

Need plan for evacuation without
use of elevator

Support No trained professional to support Recruit bilingual trained professional August 2020
students or coach teachers counselor

Recruit language specialist August 2020-21
professional

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Varied understanding of learner Provision of professional
diversity and solution-seeking as a development for teachers - culture,
positive in the school community strategies, implementation

Educate parent body on inclusion
and learner diversity - culture and
implementation

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