Disability Inclusive Practice Standards

The school mission and vision statements reflect a philosophy that every student can learn.

The school’s statements and policies regarding diversity, equity and inclusion, clearly include neurodiversity and disability.

The school’s definition of high quality teaching and learning is grounded in inclusive practices that ensure all students can access, participate in and benefit from the learning experience.

The school develops and maintains a Student Services handbook outlining support policies, procedures, and expectations, and ensures these are communicated consistently across the school community.

The school implements systems to monitor adherence to standards and facilitate continuous improvement in inclusive practices.

There is a documented annual review of inclusion practices carried out by a representative group that includes representatives from administrators, parents, faculty and students.

The school ensures vertical alignment of inclusive practices across all grade levels and departments, prompting consistency and continuity in support for neurodivergent students and those with disabilities.

The leadership team makes data-driven decisions to increase organisational capacity for the betterment of inclusive teaching practices and learning outcomes of all students.

The school’s strategic plan includes inclusive practices and a Student Support vision to guide decision making and business planning.

All school documentation is available in a range of formats (large print, braille, text to speech, etc.), are all compatible on the school’s website, and are easily accessible to all community members.

School leaders consistently model respectful, person-first or identity-affirming language in both official communications and everyday interactions, while recognizing and honoring individual language preferences whenever they are shared.

Student Support staff and neurodivergent students are meaningfully involved in leadership teams.

It is clearly stated in numerous public locations (policies, mission statement, website, etc.) that neurodivergent and disabled people are welcome as learners, families, and school personnel.

All school personnel treat students, parents, custodians and colleagues with respect and dignity.

All communication is free from neurotypical and ableist language.

Models of Disability Theory (e.g. Critical Disability Theory, Social Model) are understood by all staff and leadership.

The school identifies and removes barriers to engaging in academic, non-academic and extracurricular experiences, so the whole school community benefits from full accessibility.

The school has specific processes in place to promote representation of vulnerable groups.

The school has a child protection policy that pays particular attention to the needs of vulnerable and marginalised students, and plans for awareness, risk reduction, and recognising and responding to abuse whether at school, at home or virtually.

The school is responsible for creating personalised safety protocols and training the school team about students who are considered vulnerable.

The student’s cognitive, relational, physical, emotional and communication capacities are considered when they are involved in a safeguarding-related incident.

Safeguarding policies and procedures are carefully considered when planning one-to-one instruction.

The school has a clearly defined process for determining the enrollment capacity at each grade level. This includes the capacity for serving students with a range of learning needs.

With permission, the school gathers relevant information from previous schools to assess a prospective student’s academic and functional levels, assuring families this is to provide appropriate support.

There is a clear and transparent process for evaluating prospective students and making admissions decisions, involving the Student Support team for students with diverse learning needs

The school has a clearly defined, documented and transparent process for dismissing students in alignment with the school’s other policies and any relevant national regulations.

Families are counseled with options for further placements and services if it is determined that the current school is not the right fit.

Finances are allocated in a sustainable manner in alignment with the school's inclusive mission and vision.

The leadership and management teams review the budget on an annual basis to take into account priorities for the development of inclusive practices.

Adequate budgeting for inclusion is incorporated in the school action plan, including appropriate allocation for training of all staff and keeping student/teacher ratios at a reasonable level.

Student Support personnel and resources are integrated into the fabric of the school, align with the needs of the student body and benefit all students and staff.

Neurodivergent students or learners with disabilities are not charged additional fees for services compared to all other students in the school.

Using universal design, the school designs campus spaces to remove barriers to physical access for all learners, staff, and visitors.

If purpose-built structures are not feasible, schools will retrofit existing structures in a way that honors the variability found in the school community.

Toilets are accessible for all learners, personnel and visitors.

Visual and auditory supports are used at whole-school events to eliminate barriers for access and participation (e.g. closed captioning, voice amplification, translation, signing etc).

School personnel are trained in how to safely use sensory friendly areas.

Alternative emergency procedures are part of basic safety knowledge that all students must understand and practice.

Alternative emergency procedures are included in emergency evacuation drills and are aligned with local standards and are taught and practised regularly using cues (e.g. visual and auditory) and equipment for maximum autonomy for the child.

Safety accommodation items (e.g. specialized evacuation equipment) are maintained for safety and functionality by adults who best know the student’s individual needs.

Personalised safety protocols are reviewed regularly and responsibilities are allocated to specific staff to maximise personalised safety and minimise error.

Supplemental programs (for literacy, mathematics, social skills, etc.) are selected based on peer reviewed research demonstrating efficacy for similar student populations and are implemented with fidelity using data informed progress monitoring.

The school has a clear process for selecting and vetting supplemental programs and curriculum.

The school provides training to ensure the effective use of supplemental curriculum resources related to specific student goals.

Tier 2 and Tier 3 interventions delivered outside the classroom address needs identified in the student ILP. Evidence based practices provide targeted instruction that complements and extends Tier 1 learning.

The school has a clear process for determining when modified curriculum or assessments are needed. Decisions are made by a team, including the student and parent, using data. Most students receiving Learning Support access the core curriculum.

If a student needs to engage in a modified program, they are assessed on their own personal developmental level.

Teachers use a variety of teaching structures to meet the needs of the variability of learners within the classroom setting.

The principles of Universal Design for Learning (UDL) are evident in all aspects of teaching practices.

Flexible groupings offer all students the opportunity to participate in collaborative learning.

Classrooms provide for the development of executive functioning skills through consistent routines, clarity, and modeling.

All staff demonstrate an understanding of the differences between accommodations and modifications.

Reasonable accommodations in formative and summative assessments are made for every learner.

Teachers are able to differentiate tasks guided by individual student data collection.

Decisions about the location of Tier 2 and Tier 3 interventions are made on an individual basis in consultation between the classroom teacher and the Student Support Team.

Students have access to appropriate assistive technology.

Teachers and learners are trained to use new technologies to remove barriers to learning, guided by the school’s shared philosophy on responsible, ethical, and purposeful technology use.

Teachers establish a positive learning environment with a clear respect for differences.

Teachers use a range of strategies that focus on identifying, teaching, and reinforcing appropriate classroom behaviours.

Classroom expectations, routines and structures are consistent, explicitly taught, and modeled across all grade levels.

Teachers intentionally plan for the whole class and specific students to successfully transition from one learning setting/activity to another.

The school's documented behaviour/discipline policy is based on positive discipline and/or restorative practices that builds community and helps students to repair harm.

The school explicitly teaches behavioural skills to all students at every grade level with opportunities throughout the year to practise these skills and receive feedback to demonstrate the appropriate behavioural skills.

Teachers and school staff follow a documented process for collecting and securely storing data on student behavior and consequences. This information is used to identify behavior patterns, design targeted interventions, and monitor student progress.

A student support team meets regularly to understand complex student behaviour and to build plans for individual students’ unique profiles of behavioural development.

Behavioural interventions align with the school's overall structure for multi-tiered systems of support.

The school has a clear policy on using the minimum amount of physical restraint and only as a last resort when safety of the student, fellow students, teachers and/or staff members is compromised.

Assessments are planned through a lens of Universal Design for Learning, providing students with multiple means of demonstrating their learning.

Accommodations and modifications in formative and summative assessments are made for every learner based on their specific learning needs.

Staff and faculty are regularly informed about specific students’ accommodations and modifications and ensure they are provided to students.

Resources are made available to ensure that identified accommodations and/or modifications are included in the students regular experience or normal way of working.

Assessment data are recorded and analysed to inform current and future learning.

The school has transparent systems in place to comprehensively and regularly communicate progress with the student, parents and teachers.

The school informs external examiners of specific accommodations that students require.

The school has transparent and holistic transition support in place for students who move to and from other schools both before and after the student leaves or arrives.

The school has transparent and holistic transition plans in place for students who move between grade levels, divisions or programs within a school.

Transition planning and wellness care for students and staff are based on current research about the needs of neurodivergent and internationally mobile students (Third Culture Kids).

Individualised Learning Plans (ILP) and other personal support plans include additional or consistent strategies to support students throughout transition periods.

When additional services are provided at the beginning of a transition, the school designs a plan to fade transition supports. This plan is clearly communicated with the student, parents and school staff.

Recruitment, hiring, training, development and communication practices are inclusive of neurodivergent people and individuals with disabilities.

Recruitment documents (including the school website, job descriptions and recruitment agencies) clearly identify the school’s commitment to the inclusion of neurodivergent staff and individuals with disabilities.

Neurodivergent school personnel are provided with a safe and confidential way to request accommodations.

All school personnel actively learn about and explore their responsibilities under Article 24 of the UN Convention on the Rights of Persons with Disabilities.

All school personnel are trained in the school’s system of support and required language norms, including the use of person-first or identity-first language as preferred by the community.

All school personnel are introduced to local and regional legislation, policies, procedures, guidelines and protocols relevant to educating neurodivergent students and those with disabilities.

All employees, from teachers to admissions to facilities management, are supported in learning about individual students’ needs and protocols.

All staff take responsibility to action the school's Inclusion Policy to ensure access to the curriculum for student success.

Principals, teachers, school personnel and external service providers collaborate and advocate for inclusive practices and services to meet the needs of students.

School leaders build staff capacity and shared responsibility for supporting neurodivergent students and ensure professional skill gaps are addressed through learning and external expertise.

Teachers, specialists and teaching assistant roles and responsibilities are clearly defined, particularly in relation to inclusive practices.

The scope of practice for external service providers is clearly documented and agreed upon prior to entering into a partnership.

The person responsible for improving the quality of teaching regularly reviews teachers’ training needs by collecting data on teachers’ performance reviews and the experiences of students and their families.

The person responsible for improving the quality of teaching regularly reviews teachers’ training needs by collecting data on teachers’ performance reviews and the experiences of students and their families.

All personnel engage in continuous training in inclusive practices which integrate current research and high quality resources facilitated by internal and external experts.

Participation in advocacy networks and professional associations, along with building relationships with neurodivergent service providers and community organisations, is an established expectation for all Student Support personnel.

The school provides regular and structured opportunities for relevant personnel to collaborate and learn from each other to more effectively meet students' needs.

Teaching staff have access to consultation and support from Student Support staff to help them develop their capabilities to enhance their self-efficacy to meet the diverse needs of all students.

The school regularly schedules collaboration opportunities for classroom teachers and student support staff to design learning and teaching that addresses learners' needs.

Collaboration between school staff and outside providers strives to meet needs of learners in purposeful and intentional ways.

The school screens outside service providers to ensure that they are appropriately licensed and that their practices are aligned, transparent and accountable to the school's Child Protection and Inclusion Policies.

Student Support teachers participate as grade level planning to support the accommodations and identifying and removing barriers to learning.

The roles of teaching assistants are clearly defined. Teachers, administrators, teaching assistants and other staff understand the distinctions between the roles of a teaching assistant and a teacher.

Teaching assistants provide supplemental instruction and support in ways that promote access to the inclusive classroom community.

Teaching assistants are directly employed and supervised by the school, including those assigned to specific students, and are accountable for contributing to the team and upholding safety and child protection policies.

When a teaching assistant is assigned to a student, the team sets learning goals, intervention strategies, and identifies data tools. A future review date is set to assess progress and support needs.

Teaching assistants have access to professional development on a regular basis.

There is a clear performance review and feedback process for all teaching assistants.

Teaching assistants’ rights are safeguarded, adhere to local labor laws and are treated equally with other school personnel.

Staff engage in ongoing self reflection and self assessment of inclusive practices. This process informs instructional decisions, supports professional growth, and ensures barriers to participation and learning are consistently removed.

The school recognizes and supports communities of practice and actively develops leadership skills among staff, creating a culture of continuous improvement in the evaluation and refinement of inclusive practices.

Multi-tiered systems of support are evident and used methodically.

There is a clear and documented process that outlines each step in the multi-tiered system of support.

There are clear and documented roles and responsibilities for teachers and staff at each step in the multi-tiered system of support.

The school provides interventions appropriate to students’ level of need at each step in the multi-tiered system of support.

The school gathers data about students’ progress toward learning objectives at each step in the Multi-Tiered System of Support.

The school regularly conducts screeners and gathers data to identify individual needs of all students, not only for those experiencing challenges.

Student support decisions are based on multiple data sources and clear criteria, with standardised instruments used when appropriate as one part of the process.

The school uses its own in-house resources and/or partnerships with local or virtual service providers who are committed to the progress of students' developmental capacity.

The learning support program clearly outlines the relationship between disability and language learning and has systems in place to avoid overidentification and misrepresentation of student needs.

When appropriate, school staff refer students to internal or external specialists for further assessment to identify their profile of strengths, needs and personalised recommendations.

School staff are trained to help students and parents understand the results of assessments and advocate for their individual learning needs.

There is a clear, school-wide process for informing families about the need for further assessment.

The student’s case manager identifies and organises staff members to be part of the student’s support team. The student and parents are also active parts of the team.

The case manager keeps the team informed of upcoming meetings, gathers data about student progress, collects input from the team and writes an individualised learning plan in cooperation with the team.

Decisions about a student’s individualised learning plan – including goals, programs, services, accommodations, modifications and transition planning – are made by a team that includes the student, parent, case manager, classroom teacher and an administrator or coordinator.

The case manager prepares the student to participate in individualised learning plan meetings.

The case manager establishes clear methods of communication between the student, parents and the school team, including how the student and parents express concerns about services or support.

The school has a documented process for students to exit Student Support services. The process includes a review of the student’s goals and progress by a team that includes teachers, parents and the student.

The process and criteria for exiting Student Support services is similar to the process and criteria for establishing initial eligibility for services.

It is a common practice for students to be exited from Student Support services once they develop the skills needed to engage with grade level content on a level that is similar to their peers. The school does not keep students in Student Support longer than necessary.

Changes in a student’s program and services are documented in writing and communicated to teachers, parents and the student.

After the transition out of support services, the student is monitored to ensure continued progress toward independence.

The school has a data policy outlining how student information is collected, stored, accessed, and shared, including consent requirements and clarity about who can access student data.

The school has a data policy which adheres to the local laws and standards of the host country.

The school has data management systems that allow for accurate, consistent access to student information to support all students in an inclusive learning environment.

The school maintains student support records for at least 3 years and has systems in place to ensure records are securely retained and transferred during staff transitions.

Teachers and case managers use clear and concise document templates that have been intentionally designed for the specific context of the school. Templates are used consistently across grade levels.

Student learning plan documents include information about the student’s current level of skills and specific goals as well as the instruction, services, accommodations and therapies that a student will need to meet the goals.

Initial, progress review, and/or review for continuation of ILPs happens at least once every per year and is attended by the fully consented team.

The school has systems and structures in place to support all students in preparing for life after school. This includes preparation for university as well as other potential career and life options.

Long term transition planning is included in ILPs, with post secondary goals guiding annual goals, supports, and instruction. Planning begins as early as possible and no later than age 14.

Students are active participants in their post-secondary transition planning to determine meaningful goals, self-advocate for supports, analyze possibilities presented, ask questions, etc.

The school uses transition assessments to identify student strengths, needs, interests, and preferences to guide post secondary goals, planning, and preparation for life after school.

The school provides a range of pathways (including academic courses and vocational training) to help students meet their long-term transition goals.

The school partners with local employers to provide opportunities for students to develop employment skills that align to their post-secondary transition goals.

The school collaborates with outside agencies to provide students with varied post secondary, employment, and training options as part of their long term transition planning.

There are 3, 6, and 9 month check-ins with students who have moved on to post secondary options to gather evidence on how the transition has supported their success and to continue the connection to the school.

The school provides in-school supports to assist all students in their transitions. to employment, further education and/or desired training.

The school creates internship and/or entrepreneurship opportunities within the school to facilitate work experience.

The student’s views are listened to and incorporated as a pathway is identified and planned for.

When the curriculum(s) offered does not meet the needs of all learners, the school offers an accredited pathway that leads to tangible skills.

Accredited qualifications are available to learners who choose to not pursue the diplomas offered by the school.

Parents are equal, active and valued members of decision-making teams and recognised as collaborators in planning future steps for their child.

Parents are provided information on inclusive education and how they can support their child’s success.

The team, including parents, agrees on communication methods, frequency, tone, feedback processes, and ways to ensure all voices are heard and respected.

The school has systems for documenting meetings and conversations with parents. Notes and minutes from meetings are shared with the team (including parents).

The school has learning opportunities to promote inclusion and increase understanding and respect for neurodiversity and disability.

Curriculum resources include materials with nontokenistic depictions of neurodivergent protagonists (e.g. students read novels with characters who experience disabilities).

The school provides disability and neuro-affirming resources for parents to learn more about neurodiversity and disabilities. Parents are invited to share their knowledge and experience with school staff.

Parent associations actively seek to include the voices of parents of neurodivergent students. The school encourages contracted service providers to be disability inclusive employers and considers inclusive practices when selecting outside agencies and partners.

External service providers, in-person or virtual, follow the school’s personnel policies regarding safeguarding, confidentiality, roles & responsibilities and code of ethics.

School leaders collaborate with other schools to share practices and experiences for strengthening inclusive practices for neurodivergent students and staff.