1 | Page

Jean Childs Young Middle School

Inclusion Policy
The Inclusion Policy is a working document developed by IB coordinator, Ms. ShaTavia
Crawford and SPED Lead Teacher, Dr. Heidi Hill. Jean Childs Young Middle School is
committed to ensuring that all students have the knowledge, skills and confidence they
need to succeed, and that they are provided with the learning opportunities and support
required. As part of this philosophy, all students are given the opportunity to participate in
the MYP to the best of their ability. Tailoring our curriculum and teaching to meet the
individual needs of our students is essential. An Individualized Education Plan (IEP) is
developed for each student who qualifies for special education services.
1. We believe all students can learn and have a right to a holistic and inclusive
education in a caring and stimulating environment.
2. We place great emphasis on the responsibilities of our entire school community to
be aware of and provide for students with special educational needs.
3. We believe all students will participate in their learning to the best of their ability.
4. We view a student’s education as a partnership between the student, the
parent(s)/guardian(s), and the school.

Common Practices
1. Special Education teachers adapt their instruction to suit individual educational
needs. Federal and state laws dictate that goals and objectives of an individual’s IEP
supersede the requirements of the MYP.
2. All teachers are committed to including all students in general education classrooms
as determined by annual meetings. This includes students with identified and
exceptional learning needs and are sensitive to the learning needs and styles of all
students in their classroom, differentiating the delivery of the programme as
required. Special education teachers collaborate with general education teachers to
address individual students’ needs for success in the classroom.
3. General education teachers work with their Special Education students’ case
managers/support staff to structure supports and accommodations as identified in
students’ IEPs. For example:

● Provide a student with extra time to complete a test or to use technology to

assist them in a task.
● Students are allowed to demonstrate their knowledge and understanding in a
way that is appropriate for their abilities.
● Differentiate instruction to meet the needs of all students in the classroom.

Purpose
The purpose of this policy is…
2 | Page

● To ensure that all students are provided equal access to the IB curriculum and
opportunities for academic rigor.
● To communicate the responsibilities of all stakeholders in the success of students
with special needs and disabilities.
● To emphasize that all students and staff are encouraged to embody the IB Learner
Profile Attributes (LPA’s) including supporting them as risk-takers, fostering
compassion and communicating effectively.
● To foster a curriculum that is creative and differentiated to support all of our
students in reaching their unique potential.
Common Practices and Philosophy for all students
● We promote International-Mindedness in all students and encourage personal
reflection using the Learner Profile.
● We are committed to teaching through inquiry in all classes
We provide pathways to second language acquisition for all students in addition to
supporting mother tongue languages
● We encourage all students to take action and extend their learning in ways that help
their community

Assessment
● All teachers will utilize a variety of formative assessments to determine the
individual student needs and abilities and to tailor subsequent instruction
● Whenever possible, teachers will develop summative assessments that are
differentiated to provide necessary modification, challenges and student choice.
● Students who have been identified as requiring IEPs or 504’s will have all their
accommodations/modifications addressed.

Support
● Classroom support for all students with special education need and abilities may
include curriculum modification, enrichment activities, classroom accommodations,
small group instruction, or one-on-one support, depending on what all stakeholders
agree upon
● When it is determined that a student would benefit from additional support outside
of the classroom, pull out services are provided to meet academic, social or
behavioral needs. Additionally, paraprofessionals may provide further support to
some students.
● When possible, co-teaching will be used as a strategy to meet special education
needs and teachers will be encouraged to take advantage of district co-teaching

Documentation
● Data relating to the academic achievement of all students is confidential outside of
the student’s IEP or 504 team.
3 | Page

● Progress of students receiving accommodations will be monitored and

documentation of all services provided will also be used to revise IEP’s and 504’s on
an annual basis.
According to IB publication Special Educational Needs within the IB Programmes (2010),
“Inclusion is an ongoing process that aims to increase access and engagement in learning
for all students by identifying and removing barriers.” In referring to the IB-MYP
Programme Standards and Practices (2014), Federal policies and guidelines, and the
beliefs set forth in our mission statement, Howard Middle School strives to support a
diverse student body of learners. The International Baccalaureate Middle Years
Programme (IB-MYP) is aware that students come from a variety of cultures, backgrounds,
and many academic, physical, and other needs. There are many students who may have a
recognized, special education need and others may have special needs that have not been
diagnosed. The special needs include but are not limited to:
• English Learners of other Languages
• Emotional and behavioral difficulties
• Mental health conditions (such as attention deficit hyperactivity disorder, eating
disorders and anxiety)
• Gifted students
• Specific learning disabilities
• Sensory impairments
• Medical conditions (such as asthma, epilepsy and diabetes)
• Students with medical or health issues which require a 504
• Language and communication disorders
• Physical difficulties affecting mobility
• Students with Individual Education Plans (IEPs)

Special Education Overview

Jean Childs Young Middle School staff provide services for students on Individual Education
Plans (IEPs) based on individual needs.
1. Special education teachers have the knowledge and expertise to assist classroom
teachers with accommodations and/or modifications that may be needed for
individual students.
2. Students requiring special needs are assigned a support facilitator to provide
assistance.
4 | Page

3. The Response to Intervention (RTI) model is utilized for all students

requiring interventions.
4. Students are placed in the least restrictive environment that will provide
educational achievement. This is required by the Individuals with Disabilities
Education Act (IDEA).
Special Education Needs Policy Goals
The goals of the Special Education Needs Policy are to:
1. Ensure that the special needs of our students are identified early, assessed, and
provided for
2. Clarify the expectations of all stakeholders
3. Adhere to national, state, and local laws regarding Exceptional Student Education
4. Identify roles and responsibilities of the stakeholders
5. Assist all students in accessing all elements of the school curriculum and assessment
policy
The administration, faculty, and staff at Jean Childs Young Middle School acknowledge that:
1. All students are capable of learning
2. Our school welcomes all students
3. Our students have various educational, learning needs, abilities, and goals
4. Students gain knowledge and skills at different rates of speed and methodologies
Roles and Responsibilities:
School Responsibilities
1. The school will work with the Special Ed Department to make sure the program is in
compliance with local, state and federal laws concerning students with special
educational needs.
2. The school will raise staff awareness of the special needs population.
3. Implementation and continuation of the Special Education Needs Policy will be
provided by the school.
4. Student Services of Atlanta Public Schools and along with our school special
education case managers will provide the teachers with all IEPs and 504 plan
documentation.
5. Our school’s special education department will provide updates and host meetings
for 504 and IEP reviews.
6. The school will facilitate the provision of appropriate accommodations as outlined
by Atlanta Public Schools.
7. The IB Coordinator will maintain discretion and confidence in providing special
education needs services.
8. Students with special education needs will receive guidance to help them make
informed decisions concerning our program.
Faculty Responsibilities
5 | Page

1. All teachers will comply with all local, state and federal laws regarding special
education needs.
2. All teachers will participate in all required training when available.
3. All teachers will identify struggling learners and refer them to the counselor.
4. All teachers will implement the appropriate interventions as outlined in the Multi-
Tier Support System.
5. All teachers will maintain accurate records of students’ progress.
6. All teachers will become familiar with the special needs of the exceptional student.
7. All teachers will provide differentiated instruction as described in the students’ IEP
or 504 Plan.
8. All teachers will maintain confidentiality and discretion in providing special
education needs services.
Parent Responsibilities
1. Parents will have knowledge of their child’s right within the state, federal and school
district policy.
2. Parents will communicate to the school all information and documentation
regarding their child’s special education needs.
3. Parents will make a request for needed child studies and services from the school or
school district in a proactive manner.
4. Parents will provide documentation needed for IBO accommodation requests.
5. Parents will play an active role in their child’s education.
6. Parents will communicate to the school all information regarding any changes in
their child’s special education needs.
Student Responsibilities
1. Students will be proactive in soliciting assistance from the school administrators,
faculty, and staff.
2. Students will be an active participant in classes and meetings.
3. Students will follow all Atlanta Public Schools and Jean Childs Young Middle IB
policies and procedures.
References
Candidates with special assessment needs (occ.ibo.org)
Special Education and Learning Needs Guide (occ.ibo.org)
Special Needs in the MYP (occ.ibo.org)
Inclusion Practices for Special Needs Students at Fridley Public Schools
http://www.fridley.k12.mn.us/page.cfm?p=2069
San Jose High School and Burnett Middle School Special Population Policy
6 | Page

http://www.sjusd.org/san-jose-high/docs/IB_SpEdNeedsPolicy2012.pdf Oxford
Community Schools Special Needs Policy
http://oxfordschools.org/images/87/2012Special%20Needs%20Policy.pdf