CISH Inclusion Policy
INTRODUCTION
The Canadian International School of Hefei (CISH) welcomes all students, yet acknowledges its
limitations in accommodating students with certain exceptionalities requiring extensive support.
To accurately evaluate learning needs, new enrollees undergo a two-week probationary period.
Should an unmanageable exceptionality be identified post-probation, the student will be
redirected to an institution better equipped to meet their needs.
To ensure comprehensive support for all students, it is imperative for guardians to consent to the
school's recommended assessments. Non-compliance may result in referral to another
educational institution.
For specialized support inquiries or to discuss the accommodation of specific exceptionalities,
please contact the school administration.
PHILOSOPHY AND PURPOSE OF THE INCLUSION POLICY
CISH’s inclusion philosophy aligns with our foundational tenets of "Respect and dignity for all
individuals" and "The efficacy of collaboration and cooperative learning."
The objective of the CISH Inclusion Policy is to optimize opportunities for students with
exceptionalities to make academic and personal progress, build self-efficacy, and cultivate the
skills necessary for independent, intrinsically motivated, lifelong learning.
Inclusion, within the context of this policy, is characterized as "a pervasive culture of collaboration
that fosters inquiry and problem-solving, ensuring equitable access to the curriculum and equipping students with the requisite support to establish and achieve rigorous educational
goals." (Adapted from Principles Into Practice, IBO, 2014)
Herein, the term "exceptionalities" encompasses a range of dimensions, including academic
performance and socio-emotional well-being.
NOTE ON LEGAL REQUIREMENTS
Within Hefei, China, there are no statutory mandates concerning the inclusion of diverse learners,
neurodiverse individuals, or students with established Individualized Action Plans (IAPs). CISH
voluntarily adheres to inclusion practices as delineated in subsequent sections of this policy, the
CISH Language Policy, and the CISH Assessment Policy, all designed to cater to the diverse
needs of our student body.
OBJECTIVES OF THE INCLUSION POLICY
The Inclusion Policy at CISH is steered by the leadership of the Board of Directors, the Head of
School, Vice-Principals for Elementary and Middle/High levels, IB Coordinators, and the Guidance
Counselor, who are collectively responsible for achieving the following objectives:
Maximize curriculum access for students with exceptionalities based on individual
capabilities.
Cultivate collective accountability among professional staff in endorsing the Inclusion
Policy at all educational levels.
Enable the Guidance Counselor's participation in decision-making through PYP, MYP, and
DP meetings.
Uphold equal opportunities for learners with exceptionalities.
Align the Inclusion Policy with the school’s core beliefs.
Encourage teaching staff to maintain high expectations for all students.
Tailor support to students' specific needs for successful curriculum outcomes.
Champion differentiated instruction to facilitate comprehensive access to curricular and
extracurricular activities.
Encourage collaborative planning and instructional practices in support of inclusive
education.
Cultivate an inclusive atmosphere that fosters students' self-confidence and esteem, where
students feel valued and are empowered to learn without fear of error.
Forge partnerships with external professionals and agencies for identification, assessment,
and specialized support for students with exceptionalities (see Guidance Handbook for
further information).
Accountability for the effective implementation of this policy resides with the Head of School and
the Elementary and Middle/High Principals, who will keep the governing body duly informed.
ADMISSIONS POLICY AND INCLUSION
CISH's Admissions Policy delineates the criteria for student enrollment. While we endeavor to
accommodate various learning needs, there may be limitations due to resource constraints. These
constraints may preclude the enrollment of students with Autism Spectrum Disorders, severe
sensory impairments, Down Syndrome, or other moderate-to-severe neurological conditions.
Prior to admitting students with identified exceptionalities, the Admissions Department will
engage in consultations with PYP, MYP, and DP administrators to assess the feasibility of offering
appropriate academic programs.
It is imperative that parents disclose all pertinent information about their child's special needs and
medical history, including comprehensive medical reports, to facilitate an informed enrollment
decision. Individual assessments will be made at the time of application, considering the
resources required and parental commitment to supporting the child's educational journey.
ASSESSMENT POLICY AND INCLUSION
CISH's Assessment Policy allows for the utilization of diverse assessment methodologies.
Customizable rubrics and modified expectations are available for students with exceptionalities to
ensure equitable evaluation.
LANGUAGE POLICY AND INCLUSION
Recognizing that the majority of our students are English as an Additional Language (EAL)
learners, CISH has implemented robust support mechanisms. Our EAL program aims to assist
students with language-related needs.
ACADEMIC INTEGRITY POLICY AND INCLUSION
CISH places a premium on academic integrity, a principle communicated to both students and
parents through multiple avenues. All students are mandated to comply with our academic
integrity policy. In an effort to foster academic honesty, educators at CISH integrate checkpoints
within assessments to monitor student progress and resource utilization. Throughout substantial
assessment projects, the faculty emphasizes the importance of accurate citation and referencing.
Tailored support is extended to students with exceptionalities to facilitate comprehension of their
academic responsibilities.
ADDRESSING EXCEPTIONALITIES
Exceptionalities may manifest due to various factors such as evolving curriculum expectations,
altered learning velocities, absenteeism, acclimatization to new educational settings, or specific
learning or linguistic needs. Provision is also made to stimulate advanced learners to reach
elevated academic milestones.
When an educator identifies a potential need for assessment for exceptionalities, the guidance
counselor and corresponding principal are consulted to devise an appropriate action plan.
The guidance counselor, in collaboration with the pertinent principal and subject teachers, will
employ the following methods to identify exceptionalities:
Consultations with parents and teachers
Examination of prior educational records
Documented classroom observations
Parental referrals for formal evaluations by educational psychologists, when necessary
Seeking specialized input from educational psychologists or external agencies, as required
Upon evidence collection, a multi-disciplinary meeting is convened, led by the guidance
counselor or the appropriate principal. The meeting involves the relevant coordinator, homeroom
or subject teachers, principals, guidance counselor, parents, and the student to draft a responsive
action plan. This plan delineates the student's learning objectives, methods for achievement,
responsible staff, and evaluation timeline, all within the scope of available resources.
In instances where CISH lacks the resources to adequately accommodate a student's
exceptionalities, a transfer to an alternative educational setting may be necessitated.
Documentation of the action plan will be archived in the student's academic file.
PROGRAM OF STUDY
To address the distinct needs of each exceptional learner, programs of study may incorporate
recommendations from formal assessments conducted by educational psychologists. These
programs aim to align with students' individual learning styles and employ multi-sensory methods.
Consistent with the IB Continuum, teachers will endeavor to use inquiry-based programs as a
framework for providing targeted skill development. Additionally, certain programs of study may
include a counseling component to further support the student's overall well-being. Teachers can
facilitate this development through the Continuum and New Brunswick curricula and, when
necessary, informal counseling sessions.
The IB Diploma Program provides specific accommodations for IB DP Examinations, based on
medical or educational psychological evaluations. Requests for such accommodations must be
submitted through the IB Diploma Program Coordinator, following the guidelines established by
the IBO, at least 18 months prior to the examination session.
POLICY REVIEW PROCESS
This policy undergoes a biennial review led by the school's pedagogical leadership team. Any
proposed amendments, reflective of emerging research, updated source documents, or
suggestions for improving the policy's efficacy, will be solicited from the broader school
community—comprising teachers, parents, students (where appropriate), and board members—
prior to implementation.
Note: The latest review of this policy was carried out in September 2023.
WORK CITED
IBO. "Candidates with special assessment needs." United Kingdom, 2017.
IBO. "Learning and Teaching." Geneva, 2019.
IBO. "The Diploma Programme: From Principles into Practice." United Kingdom, 2015.
IBO. "The Learner." Geneva, 2019.
IBO. "The Learning community." Geneva, 2019.
IBO. "MYP: From Principles into Practice." United Kingdom, 2014.