Access and Inclusion Policy

School Policies

Cubahiro International School embraces the International Baccalaureate (IB) philosophy that inclusion is a cornerstone of quality education. The school affirms that every learner has the right to equitable access to learning opportunities, and that diversity must be respected, valued, and celebrated.

Equity

Support arrangements are designed to remove barriers without lowering expectations.

Belonging

Every student should feel respected, valued, and empowered to succeed.

Continuous Review

Inclusive practices are monitored and improved as student needs evolve.

Section 1

Meaning of Access and Inclusion

Access

This refers to the deliberate provision of equitable opportunities in learning, teaching, and assessment. It involves reducing barriers through tailored arrangements that support learners without lowering expectations. Access arrangements are designed to enable students to demonstrate their abilities under fair conditions while maintaining the integrity of IB standards.

Inclusion

This is an ongoing process that seeks to increase access and engagement for all learners by identifying and removing barriers. It is about creating a supportive environment where every student feels respected, valued, and empowered to succeed. Inclusion is dynamic and must evolve as the school grows in its practices.

Section 2

Significance and Purpose of the Policy

Guarantee equitable learning opportunities for all students, ensuring fairness in both formative and summative assessments.
Promote respect for diversity, including cultural, linguistic, and individual differences.
Ensure compliance with IB standards and practices, aligning with the IB's global commitment to equity and inclusive education.
Provide clarity and transparency for teachers, parents, and students on how support is structured and delivered.
Strengthen accountability, ensuring that inclusive practices are continuously monitored, reviewed, and improved.
Address the full range of diversity within the IB community, including language barriers, ability differences, emotional and mental wellness, economic deprivation, gender and sexual identity, ethnicity, medical conditions, impairments, and other long-term challenges.

Section 3

How Access and Inclusion Are Achieved

Differentiated teaching strategies tailored to diverse learning needs.
Collaborative planning among teachers, coordinators, and support staff.
Provision of language support programmes, including the English Language Programme (ELP) for students requiring additional assistance.
Transparent communication with parents and guardians to ensure shared responsibility.
Continuous monitoring and review, ensuring arrangements remain effective and responsive to evolving student needs.
Application of Universal Design for Learning (UDL) principles, embedding accessibility into instructional planning from the outset.
Early identification and intervention, ensuring that access arrangements are implemented as soon as challenges are observed or documented.

Section 4

Barrier Types and Support Arrangements

The table below outlines key barriers to access and inclusion, the corresponding remedies, and the responsibilities of school personnel to ensure that every learner receives equitable support tailored to individual needs.

Barrier Type	Sub-Area	Remedy	School Service / Responsible Personnel	Entry Requirements
Additional Language	English/French/German/Japanese/Korean/Spanish (IB response languages)	Consistent practice in the language of instruction.	Special enhancement programme; Head of Examinations; All teachers.	Entry language test (oral or written).
Cultural Variations	New or unfamiliar environmental contexts	Assimilation and adaptation.	Guidance and counselling; School counsellor.	Willingness to adapt.
Cultural Variations	Socio-communication	Group interactions to learn socio-language.	Guidance and counselling; School counsellor; All teachers.	Willingness to adapt.
Hearing	Mild or moderate hearing loss	Position learner closer to the source of stimuli.	Teachers/facilitators.	Hearing aid required.
Hearing	Severe or profound hearing loss	Provide hearing aid; use visuals; provide transcription before instruction.	Parents advised to seek medical support; Coordinators; Head of School.	Biomedical form completed by a health professional at admission.
Intellectual Exceptionalities	Cognitive delays	Flexibility and extended time.	Teachers provide additional time.	Performance report attached to transcripts.
Intellectual Exceptionalities	Gifted and talented	Provide additional and complex tasks.	Teachers assign enrichment tasks.	Performance report attached to transcripts.
Movement & Coordination	Physical/spatial challenges	Provide ramps, lifts, standby support.	Special needs teacher; Learning support staff.	Physical capability report attached to transcripts.
Medical	Asthma	Ventilated classrooms; ensure medication; school nurse available.	School nurse; Medical reports.	Medical report with parental consent.
Medical	Crohn's disease / IBS	Ensure medication; emergency services (ambulance).	Medical doctor; School nurse.	Medical report with parental consent.
Medical	Diabetes, Epilepsy, Muscular dystrophy	Emergency medical services (school ambulance).	Admission board; Head of School; Teachers; School nurse.	Medical report with parental consent.
Mental Health	Anxiety, Depression, Eating disorders, OCD, PTSD	Guidance and counselling; rapport building; classical conditioning.	School counsellor; Teachers.	Behavioural documentation with transcripts.
Mental Health	Mathematical anxiety	Guidance, rapport, conditioning.	Teachers; Counsellors.	Behavioural documentation with transcripts.