B inghamton H igh S c hool

IB W or ld S chool

IB S pecial E ducational N eeds P olicy

F or the Diploma P r ogr am and the

C ar eer - r elated P r ogr am

 Binghamton High School Core Belief

EXCELLENCE, EQUITY and ACCESS for all students.

Binghamton City School District IB Special Educational Needs Policy

Purpose of the Special Educational Needs Policy

The purpose of this policy is to ensure that students, parents, teachers and administrators
are aware of and understand the IB Special Educational Needs Policy for the Diploma
Program and the Career-related Program.
Philosophy
The Binghamton City School District recognizes that students come from a wide range of
backgrounds and have diverse learning needs. Through our IB programs, we seek to
develop students who are inquirers, knowledgeable, caring and active life –long learners
who are compassionate and open minded to the views of other people. We believe that
all students, regardless of having a diagnosed special education need, are entitled to an
education that fits their individual needs. Through the International Baccalaureate
Programs, the district strives to give every student the best possible chance to maximize
his/her learning abilities. Indirect Special Education services, accommodations and
modifications will be provided to meet student needs in an individualized manner.

In Compliance with federal and New York State laws, we follow the policies below:

• In accordance of the New York State Regulations of the Commissioner of

Education Part 200 Students with Disabilities and the BSCD Board of
Education Policy in Regard to Students with Disabilities, the BCSD will
provide the opportunity for students with disabilities to participate in any
school district program, which includes the IB programs.

• Students with disabilities will be given a free and appropriate education

within any IB Program to the maximum extent appropriate. A continuum of
services shall be provided in order to meet the individual needs of the
student.

• Qualified personnel will be available to provide accommodations and

modifications and ensure that the student’s individualized education
program (IEP) and 504 plans is followed with fidelity and confidentiality.

• Furthermore, the BCSD and IB believe that all students can benefit from an
inclusion setting and that successful inclusion relies on a culture of
collaboration, mutual respect, support, and problem solving. Special
education teachers, general education teachers, and other support staff in the
school will work together to meet the needs of the individual student.

• Students should have the ability to demonstrate their learning to the best of
their ability in a variety of ways.

• Differentiation will be used in instructional strategies, instructional materials

and assessment to ensure that students have appropriate access to the
content and can demonstrate their skills.

Additional Resources:
Teachers and parents can find further information for students with disabilities:
New York State Regulations of the Commissioner of Education Part 200 Students with
Disabilities

BCSD Policies in Regard to Students with Disabilities Policies 7610-6621

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEM28591733

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMFR5B1217

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMGJ5B2FB9

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMHT5B6050

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMJN5B808A

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMKL5BA352

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMN25BFA42

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMNT5C1C1F

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMZA5DA11C

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEMZA5DA11C

http://go.boarddocs.com/ny/bing/Board.nsf/goto?open&id=BGEN5U5E4F7F

IDEA- the Individuals with Disabilities Education Act

Section 504 of the Rehabilitation Act

Americans with Disabilities Act

Assistive Technology Act

Learning Diversity in International Baccalaureate Programs: Special Education Needs

within the International Baccalaureate Programs (2010)

Meeting Student Learning Diversity in the Classroom (2013)

Learning diversity and inclusion in IB programmes (2016)

Responsibilities of the School
(source: Candidates with assessment access requirements (2009, updated 2014)

Candidates who require inclusive assessment arrangements may have learning support
requirements due to one or more of the following:
• Autism spectrum/Asperger’s syndrome
• Learning disabilities
• Medical conditions
• Mental health issues
• Multiple disabilities
• Physical and/or sensory challenges
• Social, emotional and behavioural difficulties
• Specific learning difficulties
• Speech and/or communication difficulties

In order for students with disabilities to be successful, the school is responsible to make
sure that the following procedures are in place:

2.1.1 Students with learning support requirements may need support and
arrangements for both teaching and learning. Once a student with learning
support requirements is enrolled in the school, it is the responsibility of the
school to meet the student’s learning needs, including suitable arrangements
for teaching and assessment.
2.1.2 Although a number of inclusive assessment arrangements are available for
students with learning support requirements, some subjects may pose
difficulties for certain candidates. Careful consideration should be given to a
candidate’s choice of subjects. The subjects chosen should allow them to
demonstrate their strengths and empower them as learners. Schools may
consult with the IB Assessment center before confirming a candidate’s
subjects.
2.1.3 In order to plan the access arrangements for a candidate, for both teaching and
assessment, it is essential that the coordinator consults all teachers concerned
at an early stage in a candidate’s study of the Diploma Programme and the
Career-related Programme.
2.1.4 The inclusive assessment arrangements (for example testing modifications)
provided to a candidate must be planned in advance to give a candidate ample
time to learn to use them effectively during classroom activities.
2.1.5 The inclusive assessment arrangements provided for a candidate must be
carefully individualized, planned, evaluated and monitored. They should be
based on current, and not past, requirements. The purpose is to take away the
disadvantage, to the extent possible, due to the candidate’s challenge. Under
no circumstances should it give the candidate an advantage. Decisions on the
type of inclusive assessment arrangements to be provided for a candidate must
be strictly based on individual requirements as referenced in the student’s IEP
 or 504 plan. They should not be based on administrative convenience or
inconvenience or provided as a standard to all students with learning support
requirements in the school/classroom.
2.1.6 The inclusive assessment arrangements that are requested should be a
candidate’s usual way of working; the coordinator must ensure that a
candidate is, or becomes, familiar with those arrangements. The candidate
must be familiar with any assistive equipment, including a computer and any
software authorized for use in an examination. If support from a scribe, reader,
prompter, practical assistant/aide or communicator is required, the candidate
must practice with the person acting in this capacity in advance of the
examination.
2.1.7 All requests for inclusive assessment arrangements submitted by a
coordinator must have the support of the head of school. (All correspondence
from the IB Assessment center concerning candidates with assessment access
requirements will normally be addressed to the coordinator.)

2.1.8 Before submitting appropriate documentation to the IB Assessment centre, the

school must obtain consent from the candidate, provided he or she is at the age
of consent in their country, or from the candidate’s parent(s) or legal guardian.
The school must also inform all individuals, who give consent for a school to
submit documents to the IB, that if the candidate transfers to another school
for the examination, the online application for the request for inclusive
assessment arrangements along with the supporting documents including
authorization, if applicable, will be visible to the coordinator of the new school.
Further, the school must also inform the candidate, parent(s) or legal guardian
that if they wish to withdraw the request for inclusive assessment
arrangements before a transfer, they must inform the school of this at the time
of transfer. Then, the school IB coordinator must immediately inform the IB
Assessment centre of this request in writing.
2.1.9 An application for inclusive assessment arrangements must be submitted on
behalf of a candidate by the coordinator using the online request form.
Although, a teacher who specializes in teaching students with learning support
requirements may complete and save the online application, it is ultimately the
coordinator’s responsibility to submit the competed form.
2.1.10 The school is responsible for making all arrangements for approving and
appointing a scribe, reader, prompter, practical assistant/aide or
communicator. The person providing support must not be another candidate,
a relative of the candidate, or a representative from an advisory service where
a conflict of interest may be apparent or perceived. The IB does not pay a fee
or expenses to a person providing support.
2.1.11 The school is responsible for making all arrangements for assistive technology
that may be used for a candidate’s learning and assessment including speech
recognition and reading software. The IB does not pay for the hiring or
purchasing of equipment.
2.1.12 The school is responsible for ensuring that all equipment authorized for a
candidate with assessment access requirements functions correctly and that
there is a member of staff who is familiar with its use (for example, a Braille
machine, computer software).

2.2 All requests for inclusive assessment arrangements must be submitted using
the online application in IBIS. A candidate must be registered before
submitting requests for inclusive assessment arrangements.

2.3 To submit requests for access arrangements, two forms of supporting

documentation are required.

3.0 There are arrangements that are permitted in examinations without prior
authorization from the IB Assessment centre (separate room, front of room,
etc.)

4.0 The inclusive assessment arrangements listed under 4.0 require

authorization from the IB Assessment Centre:

• 4.1 Access to modified papers

• 4.2 Access to additional time
• 4.3 Access to writing
• 4.4 Access to reading
• 4.5 Access to speech and communication
• 4.6 Access to calculators and practical assistance
• 4.7 Access to extensions and exemptions

The IB Standards and Practices for the Diploma Programme and the Career-
related Programme also require schools to demonstrate their support for
learning diversity. (Learning diversity and inclusion in IB programmes, 2016) Page 4

Philosophy:
A9. The school supports access for students to the IB programmes and
philosophy
Organization:
B1:5. The school develops and implements policies and procedures that support the
programmes
B2:8. The school provides support for its students with learning needs and support
for their teachers
Curriculum:
C1:6. Collaborative planning and reflection incorporates differentiation for students’
learning needs and styles
C2:8. The written curriculum provides opportunities for reflection on human
commonality, diversity and multiple perspectives
C3:6. Teaching and learning addresses human commonality, diversity and multiple
perspectives
C3:10. Teaching and learning differentiates instruction to meet students’ learning
needs and styles
C3:14. Teaching and learning fosters a stimulating learning environment based on
understanding and respect
C3:15. Teaching and learning encourages students to demonstrate their learning in a
variety of ways
IB Special Educational Needs Policy
The IB Diploma Coordinator and teachers created the IB Special Education Policy
during the 2015-16 school year. All IB teachers, and the Director of Special
Education, reviewed the policy. Teachers and administrators will review this policy
on an annual basis.

IB teachers review the Special Educational Needs Policy in September of every

school year. We revisited the document Candidates with assessment access
requirements and consulted Learning diversity and inclusion in IB programmes on a
yearly basis. Current Handbooks of procedure for the Diploma and the Career-
related programmes were also reviewed. Subsequently, the policy was reviewed
and approved by the original Review Committee (Note: The Policy was reviewed by
Tia Rodriguez, Director of Special Services at Binghamton City School District, and
the committee below.)

Special Education Policy Review Committee

Tia Rodriguez, Director of Special Services
Kevin Richman, Head of School
James Gill-DP Coordinator
Stephen McGovern-CP Coordinator
Dr. Megan Egitto, Extended Essay Coordinator
Matthew Roberts, CAS Coordinator
Stefanie Fellows, Special Education teacher
Jeff Tigue, Special Education

(Last reviewed November, 2020)