Academic inclusion policy of School-gymnasium №153 named after A. Rozybakiyev
Introduction
- Aims and Objectives
- Definition of Special Educational Needs (SEN)
- 2.1 Categories of SEN
- 2.2 Gifted and Talented Learners
- Procedure for Identifying Special Educational Needs
- Psychological and Pedagogical Support Services (PPSS)
- 4.1 Special Education Teacher
- 4.2 School Psychologist
- 4.3 Speech and Language Therapist
- 4.4 Social Pedagogue / Social Worker
- 4.5 Teaching Assistant
- 4.6 Subject Teachers
- Educational Programs and Approaches for Students with SEN
- 5.1 Participation of Students with SEN in Formative and Summative Assessment
- 5.2 Individualized Education Plans (IEPs)
- 5.3 Adapted Programs
- 5.4 Remedial / Corrective Programs
- 5.5 Integration into an Inclusive Learning Environment
- Six Standards of Inclusive Education
- Standard 1: Learning and Development
- Standard 2: Assessment
- Standard 3: Planning and Teaching
- Standard 4: Learning Environment
- Standard 5: Programme Implementation
- Standard 6: Professional Development
- Monitoring and Evaluation of Inclusive Education Effectiveness
- 7.1 Aims of Monitoring
- 7.2 Key Areas of Evaluation
- 7.3 Methods of Data Collection
- 7.4 Monitoring Frequency
- 7.5 Responsible Persons
- 7.6 Use of Monitoring Results
- Conclusion
Introduction
Inclusive education in the Republic of Kazakhstan is aimed at implementing the principles of equal opportunities for all learners, regardless of their individual characteristics, including students with Special Educational Needs (SEN). The implementation of inclusive education in educational institutions is ensured on the basis of legislation and normative legal acts regulating the field of inclusion.
In the Republic of Kazakhstan, inclusive education is regulated by a number of legislative and regulatory acts aimed at ensuring equal opportunities for the education of children with special educational needs. (Adoption of the Concept of Inclusive Policy in the Republic of Kazakhstan for 2025–2030 – IPS 'Adilet').
1. Aims and Objectives
1.1 Aims:
– To develop the abilities, personal qualities, and talents of all children;
– To ensure that all students receive education corresponding to their abilities;
– To ensure timely and personalized support for all students;
– To provide teaching at a level that is both sufficiently challenging and enjoyable for learners, while also fostering critical thinking and inquiry skills.
1.2 To train school staff to identify students with Special Educational Needs, including Gifted and Talented learners, and to work with them, as well as to support them in coping with potential social and emotional challenges.
2. Definition of Special Educational Needs (SEN)
2.1 A student is considered to have Special Educational Needs (SEN) if they experience difficulties in acquiring knowledge and skills that prevent them from mastering the curriculum at the same level and pace as their peers, and which require the provision of special educational support.
2.2 A student is considered to experience learning difficulties if they:
– Have certain learning disabilities,
– Experience specific difficulties with speech and language,
– Experience emotional and behavioral challenges,
– Have physical or medical conditions,
– Have cognitive developmental challenges.
2.3 Categories of SEN:
– Mild learning difficulties,
– Moderate learning difficulties,
– Severe learning difficulties,
– Profound and multiple learning difficulties,
– Language, speech, and communication needs,
– Social, emotional, and mental health needs,
– Autism Spectrum Disorders (ASD),
– Physical disabilities.
2.4 Another category of SEN includes Gifted and Talented learners (G&T).
2.4.1 Learners are considered Gifted and Talented if their abilities significantly exceed the norms for their age. Giftedness can manifest in more than one area: intellectual, creative, artistic, leadership, or specific academic domains such as languages, mathematics, or sciences.
2.4.2 Categories of giftedness:
– General intellectual ability,
– Abilities in specific academic domains,
– Creativity and productive thinking,
– Psychosocial abilities,
– Psychomotor abilities,
– Artistic and performing arts abilities.
3. Identification of SEN and Gifted Learners
3.1 There is no single universal method to identify learners with SEN or Gifted and Talented learners. The school believes that success in this area requires close collaboration among all participants in the educational process.
3.2 Students are continuously assessed throughout the year, and their progress is reviewed each semester together with the Psychological-Pedagogical Support Service (PPSS), homeroom teachers, and parents. These data are used not only to support struggling learners but also to identify Gifted and Talented students.
3.3 Additional methods of identification include:
– Teacher observations and evaluations,
– Work of the PPSS team,
– Consultation with parents,
– Feedback provided by the learner, peers, or parents.
3.4 If a child is identified as Gifted and Talented, the G&T coordinator informs the parents and explains the reasons as well as possible support measures.
3.5 If concerns arise regarding any aspect of a learner’s development, the teacher or parent must inform the school psychologist. Based on classroom and extracurricular observations, psychological assessments, achievements, and parental input, the child may be referred to the Psychological-Medical-Pedagogical Commission (PMPC).
3.6 Following PMPC evaluation, the learning program and support specialists are determined.
3.7 Such assessments are diagnostic in nature and serve to identify learner needs in order to provide further support.
4. Psychological-Pedagogical Support Services (PPSS)
Specialists working with students with SEN play an essential role in inclusive education. They possess knowledge and skills to support learners with diverse disabilities and needs, ensuring adaptation to the educational process and maximizing potential.
4.1 Special Education Teacher – designs Individualized Education Programs (IEPs), conducts corrective sessions, supports communication skills, and collaborates with subject teachers for inclusion.
4.2 Psychologist – assesses the learner’s emotional and psychological state, consults teachers and parents, develops recommendations for stress management, social skills, and motivation.
4.3 Speech Therapist – supports learners with speech and language difficulties, providing therapy for articulation, reading, writing, and comprehension.
4.4 Social Pedagogue – ensures social integration of learners, helps overcome psychological barriers, and supports adaptation in school and society.
4.5 Teacher Assistant – supports SEN learners during lessons, helps with organization, independent work, and adaptation to the curriculum.
4.6 Subject Teachers – play a central role in adapting content, using differentiated approaches, and fostering an inclusive classroom environment.
5. Educational Programs and Approaches for SEN Learners
5.1 Provision for Students with Special Educational Needs in Formative and Summative Assessment
The school is committed to ensuring equitable access to formative and summative assessment for all students, including those with special educational needs (SEN), in line with the requirements and recommendations of the International Baccalaureate (IB, Access and Inclusion Policy). Any approved access arrangements are designed to remove barriers to learning without altering the academic standards or expectations of the programme.
5.1.2. Principles
- Assessment is conducted in accordance with the established IB criteria and programme standards, without lowering academic requirements.
- Individual access arrangements (accommodations) are provided to guarantee equal opportunities for students to demonstrate their knowledge and skills.
- Support measures must not confer an unfair advantage over other students and must uphold academic integrity.
5.1.3. Permissible Forms of Access Arrangements
- Extended time for assessment tasks;
- Use of assistive technologies (e.g., computer, screen reader software);
- Adapted materials (e.g., large print, simplified layout of instructions);
- Alternative response formats (oral or written), where the response mode is not an essential component of the assessment criterion;
- Special assessment conditions (quiet room, supervised breaks, etc.).
5.1.4. Academic Integrity
- All access arrangements are subject to approval in line with IB regulations and must be documented in the student’s individual education plan.
- Access arrangements do not modify the content of assessment tasks or diminish the required learning outcomes.
- Teachers and examiners receive regular training to ensure the consistent and appropriate application of accommodations in alignment with IB expectations.
5.1.5. School Responsibilities
The school undertakes to:
- document all approved access arrangements in compliance with IB regulations;
- inform parents/guardians and students of the principles and procedures governing access arrangements;
- monitor the effectiveness of the accommodations provided and ensure their consistent alignment with the principles of academic honesty.
5.2 Individualized Education Programs (IEPs) – personalized plans developed according to the learner’s needs and abilities, in line with recommendations of the PMPC.
5.2 Adapted Programs – adjusted curricula and teaching methods, tailored to specific conditions.
5.3 Corrective Programs – speech therapy, physical therapy, psychological support, and art therapy.
5.4 Inclusive Integration – learners participate in mainstream classes with support, benefiting from both general and specialized interventions.
6. Six Standards of Inclusive Education
Standard 1: Learning and Development – engaging learners according to their abilities and talents, ensuring support and personalized approaches.
Standard 2: Assessment – comprehensive assessment systems recognizing diverse strengths, monitoring effectiveness of support programs, and ensuring progress.
Standard 3: Curriculum Planning and Teaching – enhancing independence, building knowledge and skills for participation in a diverse global society, and ensuring accommodations for SEN learners.
Standard 4: Learning Environment – creating a safe, supportive, and inclusive space that fosters social, cultural, and leadership competencies.
Standard 5: Program Implementation – ensuring coordinated teamwork of PPSS, collaboration with parents, and resource allocation for learner growth.
Standard 6: Professional Development – teachers engage in continuous professional growth, developing 21st-century skills and socio-emotional competencies.
7. Monitoring and Evaluation of Inclusive Education
To ensure sustainability and effectiveness, the school implements systematic monitoring of conditions, processes, and outcomes of inclusive education.
7.1 Goals of Monitoring:
– Ensure compliance with principles of inclusion;
– Early identification of adaptation difficulties;
– Adjust IEPs and support strategies;
– Make data-driven decisions.
7.2 Areas of Evaluation:
– Academic performance of SEN and G&T learners;
– Effectiveness of individualized and adapted programs;
– Engagement in curricular and extracurricular activities;
– Social and communication skills development;
– Emotional well-being and school climate;
– Professional competence of teachers in inclusive practices;
– Parental involvement.
7.3 Methods of Data Collection:
– Observation records;
– Assessment results;
– Feedback from teachers, parents, and learners;
– Reports from PPSS and assistants.
7.4 Frequency:
– Ongoing (monthly),
– Interim (each semester),
– Annual review (end of school year).
7.5 Responsible Persons:
– Deputy Principal for Academic Affairs,
– Inclusion Coordinator/PPSS,
– Psychologist, Speech Therapist, Assistant Teacher,
– Homeroom Teachers.
7.6 Use of Results:
– Adjust learning pathways,
– Update IEPs,
– Enhance teacher training,
– Develop family recommendations,
– Update the school’s Inclusion Policy.
Conclusion
The Inclusion Policy of our school is an integral part of the overall educational strategy. We strive to create an environment where every learner, regardless of individual characteristics, feels accepted, supported, and able to reach their full potential. Implementing inclusive practices requires continuous professional growth, collaboration, and openness to change. Through joint efforts, we aim to provide each child with access to quality education and successful integration into society.