Evrim Duyum – Principle
Nagihan Uca – PYP Coordinator
Lale Akın Ulus – Classroom Teacher
Pelin Değirmenci Koçak – Classroom Teacher
Tuğba Şahin – PDR
Öykü Arda – English Teacher
Nadin Malkasyan – English Teacher
Version Date: May 2020
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people, who help to create a better and more peaceful world through intercultural understanding and respect.
To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage learners from all over the world to be individuals that are active, loving, and lifelong learners who comprehend that others can be right, despite their differences
PRIVATE MURUVVET EVYAP SCHOOLS VISION & MISSION
The aim of The Private Muruvvet Evyap Schools is to develop individuals towards the necessities of the world, which are to be qualified, innovative, able to effectively use advanced technology, adopt ethical values, and to adapt to the fast changing conditions of the world.
With all of our stakeholders in the community, the Private Muruvvet Evyap Schools objective is to develop individuals that:
- Absorb universal values
- Effectively communicate in the Turkish language and one other foreign language
- Is of inquiring mind, and a scientifically, analytically and synthetically thinker
- Sensitive to their environment and nature
- Respective and caring of various cultures
- Skilled in life-long learning
- Participating in at least one arts, sports or social responsibility activities
- A leader and model to society in the light of Atatürk’s principles and revolutions
- About the Inclusion Policy
The objective of this document is to inform the school community of the inclusion philosophy, aims and practices of Private Muruvvet Evyap Schools.
The implementation of this policy is the responsibility of the entire school community.
The first version of this document was created in the 2019-2020 academic year. It is reviewed and necessary updates are carried out every Septemeber of each academic year by the Inclusion Policy Committee. The updated version is shared with all stakeholders.
2. INCLUSION PHILOSOPHY
The inclusive education approach does not consider the differences between learners and diverse needs of learners as a problem but embraces it as an opportunity to enrich learning. At the Private Muruvvet Evyap Schools, we adopt high-quality education for all learners with consideration to their individual characteristics and family backgrounds. We have high expectations from all our learners. With the right support, we provide opportunities for every learner to succeed.
Private Muruvvet Evyap Schools implements an Inclusion Policy that is consistent with the IB philosophy, IB Programme Standards and Practices and the PYP Requirements. Additionally, is in line with the local laws and school policies, and is easily accessible and embraceable by the entire school community. The inclusion policy ensures that the functioning oF the school is consistent with legal requirements.
Private Muruvvet Evyap Schools strives to involve all stakeholders in the partnership of the learning process, foremost the school staff members, learners and parents in the context of their physical characteristics, available resources and learning support conditions.
- Private Muruvvet Evyap Schools objectives are to provide adequate support to the school community for the planning and use of resources (areas of expertise, experts for learning needs, tests conducted at school, physical access to school and budget plan)
- To be in constant communication with parents on their requirements for learning support and to cooperate to meet these requirements.
- When preparing the Individualized Learning Plan (ILN);
- To focus on individual competence levels rather than medical and psychological labeling.
- To be free of prejudice and focused on evidence when monitoring,
- To consider the social, emotional, cognitive and sensory need of the learner,
- To act in accordance with the principle of information privacy,
- Consideration of local contexts and laws when necessary places druing development of an individualized learning plan
- Take into consideration the learners language profile
- To make the monitoring and reporting system of the learning process sustainable through adding readiness assessments, goal setting documents, individualized learning plans and the evidence of implementation to the teacher portfolio,
- To attach importance to the strengths and interest of each learner, ensure learner awareness and implement differentiated teaching through the individualized learning plans created with the school-learner-parent cooperation,
- To make use of teaching and learning methods and tools in line with the IB teaching and IB approaches and learning profile.
4.1. LEGAL REQUIREMENTS
Private Muruvvet Evyap Schools act in accordance with the regulations of the Ministry of National Education Preschool Education and Primary Education Institutions (2020) and the Personal Data Protection Law (Personal Data Protection Law, 2016.)
Learner registrations are conducted in line with our schools’ admissions policy (annex 6)
Differences of each child is considered during registration and no discrimination is made towards language, religion, race and gender. In education, we adopt a holistic and humanistic approach based on respect for individual differences.
The admissions process of the learner begins with family and learner interviews conducted by the Psychological Counseling and Guidance unit in order to accurately assess the current progress level of the prospective learner.
These interviews are carried out through Readiness (annex 1) and Individual Interview and Observation (annex 2) Forms. The assessment results from the conducted interviews are shared with the family and the school administration. Learners are guided in necessary circumstances.
The general conditions during the school admission process are as follows:
- Parents agree to be in cooperation with the school.
- Academic and social skills are expected to be of a reasonable level.
- Parents agree to cooperate in circumstances where learners with special educational needs are in need of receiving assistance or are directed to another institution.
- The conveyance of accurate information regarding the learner is expected.
4.3. TEACHING AND LEARNING
4.3.1. Common Planning (Cooperation)
- We believe that the learning process is the responsibility of the entire school community, foremeost all the educators of the school. With this we plan, implement, measure, assess and report the learning activities concertedly.
- Feedback and forward feedback from the school community is used when developing a school inquiry program.
- Teachers work to improve their capacity to look beyond the boundaries of their own academic disciplines and to adapt practices of the curriculum in accordance to the differences of the learners.
- Through co-planning, curriculum applications present voice-choice-ownership opportunities through self-reflective thinking for the entire school community in different subjects.
- Co-planning provides opportunities for all teachers to demonstrate and develop their skills to create, gain, and adopt new ideas.
- Co-planning provides opportunities for learners to make connections between various lessons through transdisciplinary elements.
- Co-planning enables the learner to become the agent of their own learning process by providing opportunities for teacher-learner cooperation.
- With co-planning, teachers present ideas and suggestions with different perspectives to enrich the learning and teaching experience
4.3.2. Written Curriculum
The education and training programs applied within the framework of the IBPYP are in compliance with the regulations and acquirements of the Ministry of National Education Preschool Education and Primary Education (Ministry of National Education Regulations for Preschool Education and Primary Education, 2020), and the regulations for the Special Education Services (Ministry of National Education Regulations for Private Education Institutions). The Scope and Sequence documents (annex 3) prepared for each class constitute the basis of our differentiated teaching practices. We prepare an ILN (Individualized Learning Plan) for each learner.
4.3.3. Operational Curriculum
The practices and learning experiences at the Private Muruvvet Evyap Schools are based on the readiness, interests and learning methods of the learners. The prepared content and activities are developed to meet the different needs of the learners. We adopt differenciated teaching. We provide each individual the opportunity to be successful by accepting individual differences such as the learners’ interests and learning styles and developing designs suitable for theses characteristics. We aim to improve learners’ problem solving, communication and metacognitive skills and to develop a positive attitude in the learners’ routines and transitions, through the learning experiences we designed. We are adapting the physical environment to the individual needs of each learner. We are focusing on key concepts and skills in teaching and learning and applying various teaching methods and techniques for inclusive teaching.
- We prepare an ILN (Individualized Learning Plan) for each learner.
- Coopertive teaching (group work)
- Station technique and other flexible grouping methods in the classroom
- Worksheets adapted to the individual’s needs
As a result, we offer learners the opportunity to develop joint study skills, listening, critical thinking, interpersonal skills and small group skills (communication, trust, leadership, decision taking and conflict resolution). Supplies and tools are visible and placed within reach of learners, and the learner can access it independently. Involvement encourages the development of genuine relationships, and a sense of belonging and a sense of respect for equality develops in all children. Children take the opportunity to learn skills from each other. Experiences and routines are adapted so that all children can activiely participate in the natural environment and significantly support one another.
4.3. 4. Assessement & Evaluation
An inclusive assessment involves more than assessing learners. These are activities that enables teachers and learners to comprehend the learners’ progress in achieving the learning goals of the class. Goal, objectives and assessement focused activities on assessment and evaluation is specified in our Assessment-Evaluation Policy (annex 7). Assessment and Evaluation is a part of teaching and learning and allows learners various opportunities to demonstrate their learning (homework in and out of the classroom, individual and group studies.)
The learners’ voice and choices are our priority in the studies that are carried out. On account of this, the evaluation of previous learnings, the strengths and aspects of the learner, which is in need of development and the development and support of learning opportunities are provided.
Tests, short exams and project studies are carried out. These are homeworks that are officially graded and one of the methods used by teachers to evaluate the learning of learners and provide feedback. Formative evaluations such as homework are tools used by teachers to provide learners the opportunity to develop the necessary skills and knowledge.
Extra studies (study sessions) are conducted for classes that are seen necessary for the learner. Class support for the leaners is provided for two hours a week in determined fields (Mathematics, Life Sciences, Turkish and English.)
The learning process of the learner is encouraged with early, frequent assessment and learning feedback. Inclusive evaluation includes a mixture of quantitive and qualitative data. Multiple and diverse performance methods are used for assessment. The learning development process of learner is encouraged with self-evaluation and self-awareness exercises or assignment, and is additionally followed by teacher-peer-group assessments and feedback and forward feedback is ensured. With the consideration that learning and development continues outside of school, feedback towards actions that are observed at home by the family are also taken into account.
4.4. Resources ve Support
The resources and support offered are planned and arranged in accordance with the differences and needs of the learners to strengthen the learning experience. The resources and support are listed below:
- The PCG unit (Psychological Counselling and Guidance) and diverse range of support (drama, dance, chess, mind games etc.)
- Technological resources and specific areas are used (Mind Game classroom, Scence and nature workshops, computer laboratories, visual arts workshop, music classrooms, library, screening rooms, gymnasiums, multi-purpose hall, garden open classroom etc.)
- Study sessions, clubs and additional practices (such as gymnastics, music, drawing and drama)
- Social responsibility projects
- Exam rooms
- Diverse measurement-evaluation methods and tools (presentations, in-class projects, visual arrangements that can be carried out on evaluation paper, etc.)
- Health Services
- Physical accessibility equipment (ramps enabling transportation by wheelchair, elevator, etc.)
- Roles and Responsibilities
The school administration, IBPYP coordinator, teachers, learners, parents all have a significant role and responsibilities in the differentiation of teaching in inclusion practices. These roles and responsibilities are:
5.1.1. Pedagogical Leadership Team:
- Enables learners to receive guidance for learning differences.
- Raises awareness of inclusiveness in staff members and learners
- Provides the necessary resources for the practice and continuity of the inclusiveness policy.
- Makes sure that the education programme is in accordance with the laws and regulations set in place for learners with learning difficulties.
- Ensures the confidentiality of shared information.
5.1.2. IBPYP Coordinator:
- Cooperates with staff members to support learning.
- Supports inclusion practices through vocational development for school staff members and informative activities for other stakeholders (publications, meetings, workshops, etc.)
- Ensures that the policy is in compliance with the standard and practices of IB in terms of inclusivity.
- Facilitates the access to IB’s publications on inclusiveness to stakeholders.
5.1.3 PCG Unit (Psychological Counselling and Guidance)
- Leads the planning, implementation, monitoring, reporting and recording of activities related to learners learning difficulties.
- Responsible of the functioning of the systems, within the scope of the Personel Data Protection Act, 2016, in which the progress of each learner is recorded and stored from the day of their school registration.
- The Pedagogical Leadership Team (PLT) works closely with teachers, parents and when necessary external stakeholders on learning differences of the learner.
- The PLT works closely with the PCG unit on learning differences of the learner.
- Carries out supporting activities and practices appropriate for each learner.
- Keeps regular record of each learner’s progress and uses it as base for curriculum planning.
- Ensures the privacy of shared information.
- Seeks help from the school administration and members of staff.
- Actively participates in classes and meetings.
- Respecting the rights of others while claiming their own rights and accepts responsibility.
- Shares information and is in cooperation with the school by obtaining and sharing documents from related persons and institutions to support learning.
- Informs the school of events and situations that can effect learning.
- Plays an active role in their Childs education.
6. SPECIAL EDUCATIONAL NEEDS
Our learners are observed academically, socially and cognitively by our teachers and PCG unit throughtout the academic year. The classroom teacher informs the PCG unit when behavioural characteristics given below are observed. In this event, the PCG unit, along with the classroom teacher, complete the “Educational Evaluation Request Form” (annex 4) about these observations, which is then referred to the Counseling Research Center (RAM) with the cooperation of the parent. If a diagnosis is sent to the Counseling Research Center, the points to be considered, which are given below, are considered and an Individualized Education Programme (IEP) is prepared and applied for the learner.
ATTENTION DEFICIENCY AND HYPERACTIVITY DISORDER