Special Educational Needs (SEN) Policy

Concordia International School Ningbo Special Educational Needs Policy

Purpose

The purpose of this Special Educational Needs (SEN) Policy is to affirm Concordia International School Ningbo's commitment to an inclusive education that recognizes and respects the diversity of student learning profiles, including those with special educational needs. This policy outlines our approach to identifying, assessing, and supporting these needs within the IB Primary Years Programme (PYP) framework.

Scope

This policy applies to all students who may require additional support to access and engage with the PYP curriculum, including those with identified or suspected learning difficulties, disabilities, emotional and behavioral challenges, and gifted and talented students.

Principles

Our approach to SEN is guided by the following principles:

- Inclusivity and Equity: All students have the right to a broad, balanced, and relevant education that provides continuity and progression and considers the individual needs of the student.

- Early Identification and Intervention: Early identification and appropriate intervention are crucial to addressing students' special educational needs effectively.

- Student-Centered Planning: SEN support is tailored to the individual needs of the student, involving personalized learning plans and strategies.

- Collaborative Approach: Collaboration among teachers, SEN specialists, parents, and, where appropriate, the students themselves, is vital in developing and implementing effective support strategies.

- Building on Strengths: Our approach focuses on students' strengths and interests as a basis for developing their skills and overcoming challenges.

Practices

1. Identification and Assessment: Procedures for the early identification and ongoing assessment of SEN include teacher observations, standardized assessments, and consultations with parents and professionals as necessary.

2. Support and Intervention: A range of support and interventions is available, tailored to the individual needs of the student, and may include in-class support, small group work, one-on-one sessions, and the use of specific resources and technologies.

3. Individualized Learning Plans (ILPs): Students identified with SEN will have an ILP developed in collaboration with teachers, SEN specialists, and parents, outlining specific goals, strategies, and support needed.

4. Professional Development: Teachers and staff receive ongoing training and professional development to effectively support students with SEN within the inclusive classroom.

5. Transition Planning: Support is provided for students transitioning between grades or programs to ensure continuity in learning and adaptation to new environments.

Roles and Responsibilities

- PYP Coordinator: Oversees the implementation of the SEN policy, coordinates support services, and serves as a liaison among school staff, parents, and external professionals.

- Teachers: Responsible for implementing strategies and accommodations outlined in ILPs and collaborating with Homeroom teachers.

- Homeroom teachers: Provide targeted support and interventions, collaborate with otherteachers, and contribute to the assessment and planning process.

- Parents: Actively involved in the assessment and support process, providing insights into their child's needs and collaborating on ILPs.

- Students: Encouraged to actively participate in their learning process and, where appropriate, contribute to the development and review of their ILPs.

Resources

Concordia International School Ningbo commits to providing the necessary resources, including access to specialists, training for staff, and educational materials, to support the implementation of this policy.

Review and Development

This policy is reviewed annually to ensure it remains responsive to the needs of our students, reflects the latest best practices in SEN education, and aligns with any changes in the IB PYP framework. The review process includes input from all stakeholders, including teachers, parents, SEN specialists, and school leadership.