Inclusion Policy


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

Version: V1


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



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
  1. 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.


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.

3. Objectives


  • 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.



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.



      4.3.1. 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.)
  1. 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.

   5.1.4. Teachers:

  • 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.

5.1.5. Learners:

  • 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.

   5.1.6. Parents:

  • 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.


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.



Behavioural Characteristics

Attention Deficit Disorder

● Lack of attention to detail, makes careless mistakes

● Easily distracted

● Appearing unable to listen

● Problems focusing on a task

● Disorganized

● Avoids tasks that are tedious or does not like to carry them out.

● Losing things

● Short attention span

● Forgetfullness





● Fidgety and restless

● Have difficulty sitting still

● Runs or climbs as a child, on the go as an adult

● Has trouble engaging in quiet activities

● Talks constantly

Points to be considered

● A good observation needs to be carried out and the results of the observation should be shared with the school administration, classroom teacher and the guidance unit.

● The parents should then be invited to the school to be informed of the situation.  ●If professional help is being received then cooperation should be made with the expert.

● A safe environment should be created in the classroom for the learner and a focus on their strengths to increase self confidence.

● Eye contact must be made when giving instructions about an expected behaviour, their attention should be drawn to the subject, they should be approached and instructions used should be short and clear.

● Responsibilities given should be fit for their age and allows movement.

● Children with Attention Deficit Disorder need to hear instructions more than once.  For this reason, instructions should be repeated as seen necessary.

● Should be seated far from distraction and close to the teacher

●Collaborative environments should be created where parents are involved in the learning process

● The learner should be given the opportunity of movement when necessary through a verbal agreement between the teacher and learner

● There should be an agreed signal between you both to help focus attention

● Common rules that are taken should be determined at the beginning of the year as a classroom agreement

●Learners should be reminded in a consistent and orderly manner

● Strengthening of the memory should be supported by rhymes, codes and visuals

● An opportunity should be provided for releasing energy before an activity

● Should be allowed to use a timer, agenda and time schedule to help organize their life and learn time planning

● Feedback should be provided on instant and consistant behaviour

● Change should be informed in advanced

● Peer support should be established






Special Learning

Behavioural Characteristics

● Low self confidence

● High level of stress

● Tired and irritable due to stress

● Success below expectation

● Uncommon behaviour

● Not wanting/ as if dreaming

● Slow speaking and writing rate in activities

● Inability to focus attention

● Difficulty in following instructions

● Forgetting words

● Poor hand-eye coordination

● Difficulty grasping a pen

● Confusing letters that are alike (example.: b/d, p/q, n/u, m/w)

-Situations they experience in reading activities:

● Difficulty combining letters and reading

● Pronouncing words differently

● Skipping some words while reading and/or adding words

● Difficulty highlighting the most important points of a text

-Experiences the situations below in mathematical activities:

● Confuses mathematical symbols such as + and x,

● Difficulty in remembering anything in sequence (example: days of the week, alphabet)

Experiences the situations below in concept of time:

● Difficulty in learning how to tell the time

● Difficulty in tracking and noticing time in general

● Difficulty in remembering information such as the day of the week, which season of the year it is and which month.

● Difficulty in concepts such as yesterday, today and tomorrow.

Points to be considered

●Care should be taken to not compare the child to their peers.

● Should be understanding and patient toward the child.

● The child should be treated with consistancy by their parents and they should be in cooperation with school staff members.

● The childs talents and interests should not be ignored, their requirements should be clearly stated.

● The need for special education should not be forgotten, the necessary care should be taken to provide the developmental support and education.

● To gain confidence, the child should be orientated toward social activities relating to their interests.

● Care should be taken to not have great expectations for the child.

● The child should be rewarded for their achievements.

● Cooperation should be established with those responsible for the Child’s education.

● Care should be taken to provide the necessary support for self-confidence, to direct them toward social activities, to appreciate and encourage what they can achieve.

● They should be allowed to express themselves and put forward their differences.

● It should be frequently stated how valuable and important they are by showing sufficient interest and compassion.

● Various presentation and evaluation tecniques such as voice recorders and voice activiated software should be used.

● Texts with a larger font size should be used to decrease the difficulty in reading.


Special Abilities


Behavioural Characteristics

● Has good vocabulary for the age group.  Enjoys word games.

● Has a good memory, does not forget what is said and heard.

● Learns how to read and write before their peers or learns on their own

● Enjoys brain challenging puzzles and strategy games

● Is curious how objects work, asks questions

● Quick thinking, fast results, fast progress

● Makes quick mental calculations.  Enjoys mathematical activities.

● Has hyperesthesia (colours, sounds, smells etc.) Enjoys works of art.

● Daydreams more than their friends

● Enjoys dismanteling and manteling objects.  New and unfamiliar objects attract their attention, they enjoy discovery and research.

● Are sensitive towards sounds in the environment.  Are interested in music, easily memorizes and accompanies songs.

● Can behave as a natural leader.

● Has the ability to see events from different perspectives and observe different relationships.

● Shows early and rapid development in generalizing, sensing results, transcendental thinking and producing alternatives.

● May exhibit stubborn, determined, goal orientated and sometimes even adventureous behaviours.


Points to be considered

●Their education should be carried out with cooperation through close relations with the parents of the learner.

● Gifted children should be systematically observed individually, and their interests be determined and met as realistically as possible.

● Necessary changes must be made to the class program and practices so as to meet the needs of the gifted child.  These changes should ensure the childrens advancement beyond the regular program.

● Practices and environmental arrangements should be made to allow the opportunity for children to use their full potential.

● The programs objective and practices should be prepared towards the development of the childs thinking skills.

● Great importance should be attached to individualization in education.  Questions appropriate for the level of the gifted child should be asked in group activities and the opportunity for them to present their thoughts and suggestions for solutions

●. Questions asked by gifted children should be answered in depth and in detail.

● Gifted children may not show the same level of advancement in all fields.  Taking into account the area the child is skilled will increase their self confidence.


●Orthopedic Deficiencies

●Organ Deficiencies

●Cerebral Palsy


●Juvinile Rheumatoid Arthritis

●Marfan Syndrome

●Multiple sklerosis

●Muscular Dystrophy (weakness in muscle)

● Poliomyelitis

●Spinal Cord Injury

●Traumatic Brain Injury

●Health Disabilities

●Attention Deficit and Hyperactivity Disorder




●Children in need of medical care and equipment


Points to be considered

● Appropriate physical structure of the school

● Establishing a physical therapist-educator cooperation for motor development – A child who needs to study resting on their knees

A child who needs to sit at a table with legs

A child who needs to study with weights due to Athetosis

● Establishing a Psychologist-educatior cooperation

● Establishing a cooperations with the family

● Informing the school administration

● Support must be provided for the handling of emotions so as to help gain self-confidence


Behavioural Characteristics

Children with visual impairment may avoid writing and reading, and may be keen on verbal narration.

Points to be considered

● Cooperation should be established with the family.

● Positive attitudes should be adopted.

● Teacher support is essential for communication with their peers.

● If the visual defect is excessive, it is very important that the teacher with vision is competent, explains instructions and what needs to be done, guides them and is patient.

● The education environment should be introduced.

● Peer support should be provided.

● Care must be taken for classroom arrangements with special equipments.

● Additional opportunities should be offered.

● Should have flexibility.

● Encouraging independence and self-confidence is important.

● Presentations and materials that allow learning should be exercised.



Behavioural Characteristics

It is possible to observe behavioural or social problems in the classroom related to attention, even with a low hearing deficiency.

Points to be considered

● Visual materials should be used excessively

● Experiments should be carried out, and should ensure learning-by-doing through the use of the childs sensory organs.

● The education environment should be introduced.

● Peer support should be provided.

● Care must be taken for classroom arrangements with special equipments.

● Additional opportunities should be offered.

● Should have flexibility.

● Encouraging independence and self-confidence is important.

● Presentations and materials that allow learning should exercised.

● Ensuring the child can always see the face of the person at the board.

● Should avoid too much movement; avoid covering/or the non visibility of the face and lips with any objects (hand, activity material, etc.)

● Avoid standing in front of windows. The child may not be able to see lip movements from the glare of the daylight.

● Questions and sentences asked by other children should be repeated by the teacher or person on stage.



Annex 1: Private Muruvvet Evyap Schools PCG Readiness Form (2020)


Annex 2: Private Muruvvet Evyap Schools Preschool Registration & Observation Form (2020)


Annex 3: Private Muruvvet Evyap Schools Scope Ranking Document


Annex : Private Muruvvet Evyap Schools Educational Evaluation Request Form (2020)


Annex 5: Private Muruvvet Evyap Schools Lanugage Policy (2020.) Link:

Annex 6: Private Muruvvet Evyap Schools Admissions Policy (2020). Link:

Annex 7: Private Muruvvet Evyap Schools Assessement and Evaluation Policy (2020). Link:

Annex 8: Private Muruvvet Evyap Schools Prospective Student Information Document (2020). Link:

Annex 9: Private Muruvvet Evyap Schools Candidate Parent Information Document (2020). Link:


    Please fill out the form to request information

    Click for detailed information about Personal Data Protection, Privacy Policy and Cookie Usage Principles.