Inclusive Education Policy

The AISV Guiding Statements are foundational for our learning support policy:

• Empowering all learners to succeed

• Achieving personal potential

• Personalizing learning experiences

In line with effective teaching practices, learning support most often occurs in an inclusive manner.

An inclusive education is defined as “an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.”  An inclusive education is paramount to high quality education for all learners and the development of a society that embraces diversity and respects the rights and dignity of all. Inclusive education is necessary to achieve social equity and is an essential element of lifelong learning.

AISV can provide educational services for a carefully managed number of students with a range of physical, academic or emotional needs.  It should be noted however that the school has limited resources to serve students’ special needs; if a student requires additional testing, one-to-one support and/or external consultation, additional payment will be required. (See the AISV Admissions and Placement Policy.)

AISV’s teachers are dedicated to fostering the intellectual and emotional/social growth of each student. To promote active learning, we work to develop students’ understanding of how they learn and how they are progressing. We use differentiated instruction to provide all students access to the curriculum. The school allocates professional development for teachers on current instructional and assessment strategies to meet the needs of a range of learners.  Our Inclusive Education (IE) program is intended to provide support to students and teachers who need additional strategies and resources to maximize their success.

Learning Support is a part of the AISV Student Success Team (SST) which includes the classroom teacher(s), the Counselor,  the IE teacher, the EAL (English as an Additional Language) support teacher if needed and the Divisional Leader.

The AISV Student Success Team:

• Believes that all students have an individual learning profile and make unique contributions to our community.

• Uses a flexible range of developmentally appropriate strategies and resources to meet diverse learning needs.

• Supports both formally and informally identified students.

• Collaborates with parents, colleagues, and other professionals in finding ways to best meet students’ needs.

• Regularly monitors student progress and performance.

• Respects confidentiality.

• Supports learners in the classroom and small group settings.

The SST works to provide additional support for students, teachers, and parents to help meet each student’s individual needs.  This is done through the use of a coaching model, push-in support, and pull-out support when deemed necessary.

To determine the most appropriate interventions, we refer to the Response to Intervention (RTI)

Model :

http://www.lpsb.org/parents/curriculum/r_t_i-_response_to_intervention

RTI is a flexible model designed to provide support to students when and while they need it.

Tier I Students (Benchmark) – Tier I students are those students who respond well to a range of learning strategies and instructional practices within the mainstream classroom.

Tier II Students (Strategic) – Tier II students are those who may need additional support or enrichment in order to succeed in the mainstream classroom.

Support for Tier II students might include:

• Consultative support from the IE  teacher and/or counselor

• Enhanced curriculum

• Push in support

• Co-taught classes in core literacies

• Student progress monitoring

• Literacy support (reading, writing, speaking and listening)

• Mathematics support

• Small group instruction

• Study and organizational skill support

• Assistive technology (e.g. voice to text software)

• Accommodations (e.g. extended time for in class and standardized testing.)

• Social skill support

• Recommendation for testing (upon request of SST)

Tier III Students (Intensive) – Tier III students are those that need significant support within and possibly outside the mainstream classroom.

Supports, in addition to those listed above might include:

• Recommendation for testing (upon request of SST)

• Specifically designed courses

• Curricular modifications – when required and appropriate.

• Pull out services in an individual or small setting

• Cooperation with external specialists

• Individual Learning Plan (ILP/IEP)