Transcript
Hello everyone,
Lori Boll
Hello, Yaśodā, and welcome to the podcast.
Yaśodā Deva
Hi. Thank you for having me. I’m very excited to be here.
Lori Boll
This is part of our school Spotlight series—our inclusion spotlight series—and we’re just happy to have you. You’re from Surabaya Intercultural School. First, tell us about you and your role, and then later I’ll ask about your school.
Yaśodā Deva
I am a Trinidadian living in Indonesia. This is my fourth year, and this year I became the elementary principal. Before that, I was the learning specialist. Somewhere in between, I became the director of student services because I had ideas I wanted to implement. They said, “Go ahead and lead it.” So I’m technically director of student services and the elementary principal. I’m here with my family, enjoying Surabaya, and trying to make a difference as much as I can.
Lori Boll
That’s fantastic. We should mention that Surabaya would be considered a small school.
Yaśodā Deva
Yes, it is. Our elementary school has about 135 students and the whole school is about 255 to 260. It’s very small.
Lori Boll
And that’s why you’re wearing many hats, I’m sure.
Yaśodā Deva
Exactly. That guides a lot of what happens here because many of our learning support people do other jobs as well. It’s always a balancing act—trying to meet the needs of all students while holding to our vision and standards.
Lori Boll
Wow, what a challenge. Tell us more about your school. Who do you serve? What makes your host country unique?
Yaśodā Deva
Interestingly, our biggest population is Korean—not Indonesian. Koreans are the largest group, Indonesians are second, and beyond that we have about thirty other nationalities. We adjust to Indonesian cultural expectations around education, which are traditionally competitive and academic, and also to the Korean expectations for university preparation. It’s always a balancing act to follow best educational practices while meeting families’ goals.
Lori Boll
Do you have a population of students who need extra support or have learning differences?
Yaśodā Deva
Yes. We just finished a WASC visit and found that 13% of our population is on our learning support caseload. Needs vary from learning disabilities to physical disabilities. I’m proud of that number. When I started, many needs weren’t documented because families were nervous to admit them. We’ve created an environment where families feel safe sharing diagnoses. I believe international schools should reflect the world’s disability rate—about 16%—so students learn to work with a variety of people.
Lori Boll
How did you help families become comfortable sharing those needs?
Yaśodā Deva
We did a lot of education and brought in guest speakers to remove stigma. One student initiated a Disability Awareness Committee after reflecting on her brother’s hearing aid experience. What began small grew into a movement. We’ve connected with NGOs, celebrate World Down Syndrome Day, and integrate disability awareness throughout the year, not just a week. This cultural shift allows us to enroll students with moderate to severe disabilities, which many international schools don’t do.
Lori Boll
That’s exciting. I love that your disability awareness is year-round.
Yaśodā Deva
Initially we planned a single week, but our head of school insisted we embed it throughout the year. Support from committed high school students keeps the club thriving. We also act as a beacon to the community—partnering with local programs where many children with disabilities stop formal education after primary school. We invite them to our campus for swimming, sports, or pizza-making, and visit them to learn crafts like batik. We don’t want to stay in an international school silo.
Lori Boll
Support from leadership seems key. Is your head of school a strong inclusion champion?
Yaśodā Deva
Absolutely. He believes every student must succeed regardless of background or ability and gives me freedom to be creative. We also receive strong support from the U.S. Office of Overseas Schools for funding, professional development, and validation. Their encouragement strengthens our case when families worry inclusion will dilute academics.
Lori Boll
As a small school, what support services do you currently offer?
Yaśodā Deva
We have one learning specialist and three part-time resource teachers who also teach other subjects. I coordinate with them and our counselor, who is also a college counselor. We creatively use staff expertise and fundraise with help from parents and the Office of Overseas Schools. A challenge is limited English-language therapy in Surabaya, and almost none in Korean. Some families must travel home for evaluations, and reporting diagnoses can affect employment in Korea. Resources are tight, but we do what we can.
Lori Boll
With staff wearing many hats, how do you build their capabilities?
Yaśodā Deva
We’ve led MTSS trainings and partnered with SENIA for TA training, since TAs are often the first point of contact. We upskill teachers to provide Tier 1 and sometimes Tier 2 supports. Our learning specialists and I focus on coaching teachers and TAs, sharing resources, and promoting Universal Design for Learning. It’s been an adjustment, especially for local staff used to traditional models, but they are coming on board.
Lori Boll
It does take time.
Yaśodā Deva
Yes, and I’m not very patient! My next challenge is creating alternative secondary pathways. We’re an AP school with rigorous academics, so providing life-centered education requires more staff and schedule changes. I’ve reached out to Jakarta Intercultural School for advice; it took them five years. Patience is key.
Lori Boll
SENIA is working on a flexible graduation pathway guidebook and document.
Yaśodā Deva
That’s wonderful. Having that resource will save us time and help us plan.
Lori Boll
Tell me an inclusion success story that makes you proud.
Yaśodā Deva
One student on the autism spectrum, with significant needs, joined with very modest expectations—his parents only hoped he’d make friends for a few hours a day. After the first week he stayed full days, began academic work, and even showed progress on MAP testing. His classmates and teachers welcomed him warmly. It confirmed for us that inclusion is the right path and that students can exceed expectations.
Lori Boll
That’s inspiring.
Yaśodā Deva
We kept encouraging a little more each time, and he met every challenge. It’s been amazing.
Lori Boll
How has being part of SENIA or other global networks supported your journey?
Yaśodā Deva
A SENIA expert helped us design an LCE pathway, giving concrete guidance that saved hours of research. Your TA training was also invaluable—customized to our budget and needs. Our TAs left motivated and better equipped. As a small school with a limited budget, it means a lot to know we can reach out and get meaningful help.
Lori Boll
That’s exactly what we hope to do—support schools while remaining sustainable as a nonprofit. For listeners, school membership includes a Q&A session with an expert, which is what Yaśodā used.
Yaśodā Deva
It was a game changer for us.
Lori Boll
I’m so glad. Yaśodā, it has been such a joy learning about your school community and your dedication to inclusion.
Yaśodā Deva
I’ve been waiting for this conversation and I’m happy to share our story. I hope it encourages other small schools to keep at it. When you put yourself out there, the community steps up.
Lori Boll
Thank you, Yaśodā.
