Inclusion Policy
(Reviewed April 2025)
The inclusion policy will be comprehensively reviewed by DSKI staff every 2 years or in between these periods if the need arises.
Rationale
Students at Deutsche Schule Kobe International is an international-minded school wherein students come from diverse abilities, backgrounds, interests and cultures. The school offers every child an opportunity to develop appropriate levels of physical, emotional, social, and academic skills. We aim to develop students who are well-balanced, knowledgeable, principled, and communicators by providing equal opportunities for all students to engage in both curricular and extracurricular activities. Special Education Needs Coordinator (SENCO), support teacher, homeroom teachers, and administration work together to support inclusion by providing scaffolding, tiered learning, differentiation, accommodation, at times modification of the program, and intervention for students with identified needs. Awareness of each individual’s differences are inculcated to all students as they develop to be caring, open-minded and reflective individuals in accordance with the attributes of the IB learner profile.
Purpose
“Inclusion is an ongoing process that aims to increase access and engagement for all students by identifying and removing barriers”. (from Learning diversity and inclusion IB Programmes, 2016, p.1) The IB requires IB schools to develop an Inclusion Policy from the school’s principles and practices to support each students’ different needs taking into consideration the school’s available resources. In order to support all students, this policy outlines DSKI’s balanced Fundamental Principles and the school’s SEN support. This describes the school’s way to meet the needs of students who experience barriers to their learning.
Rights and Responsibilities of the Community
All members of the school community welcome all other members without any discrimination against different beliefs or needs. We welcome everyone to the school community as a fully inclusive school.
Shared Commitment
All members of the school community are responsible for treating others with dignity and respect regardless of cultural, religious, gender, language, beliefs and challenge any discrimination within the community.
1. Students
At DSKI, students feel safe, respected and accepted regardless of ability, background and culture, language or learning needs. Students are expected to treat their peers with fairness, respect, understanding and compassion. Access to learning that meets individual strengths and needs are provided, to have equitable opportunities to participate, demonstrate and contribute to learning. All students support each other in creating a welcoming environment for all and are proactive in reporting any discrimination to staff members.
2. Teachers and Support Staff
Pedagogical staff create an inclusive learning environment to meet the diverse needs of all students. Teachers and support staff use teaching methods, strategies, differentiated instruction, formative assessments, and DEI principles to reflect learner diversity. All teaching staff model and promote respectful behaviour and attitudes to all members of our community and remove any barriers to learning. Staff should also collaborate with each other and families to support all of our students.
3. School Leadership
Members of our leadership teams model, promote and lead with clarity and purpose that aligns school values, IBs missions and DEI principles across the school. Members of the school leadership address and deal with any discrimination or bullying which impedes collaboration and inclusivity within our community. Leadership ensures that relevant policies, resources and professional development are in place to promote and reflect diversity, equity and inclusion (DEI).
4. Parents and Caregivers
All parents and caregivers support the school's inclusion policies and practises by encouraging respectfulness and positive attitudes towards diversity at home. We ask that parents use respectful communication at all times with staff and students whilst advocating for the needs of students. Parents are expected to work collaboratively with all the teaching staff and to share important information about their child’s learning needs.
5. School Board
The school board will ensure to promote and practice a culture of belonging through policy guidelines and participation that are in line with legal requirements. The school board monitors implementation within the school environment by leadership. The school board will also promote accountability and continue to support DEI and belonging throughout the continuous school’s development plan.
Legal Responsibilities
DSKI has identified and included in this policy its legal obligations to accept students without any discrimination. We follow Japanese law and follow our own charter as set out in law and uphold educational law to ensure access to education, non-discrimination, accommodation, and child safety. Our policy was written in collaboration with our school legal team and in consultation with the prefecture child services department and also the police families team with these structures and processes used for compliance.
Fundamental Principles
The education of students with SEN is approached with these principles in mind:
promote early identification and intervention for students with SEN
focus on the student’s strengths and to develop these further
provide opportunities for all students to access the curriculum and achieve excellence
provide students a balanced curriculum to support their individual learning needs
provide students with opportunities to participate in different school activities
foster strong cooperation and collaboration between the school, parents and support professionals
Accepting and Supporting Students with SEN
At DSKI, students with SEN are welcome provided that we can make the appropriate provisions for their identified needs. The school is committed to including students with exceptional abilities, students with academic difficulties, or students with socio-emotional needs. Students with SEN will have an equal opportunity for learning as other students based on the criteria set in the school’s Admission Policy. To fully support the students with SEN, the availability of the school’s resources is taken into account during the admission process.
Access to the Program
DSKI students with SEN are able to access the whole curriculum and participate in the different activities required by the program. The Homeroom Teacher, SENCO, Specialists or in special cases, a Shadow Teacher provide different support (See SEN Policy - Determining Level of Support) for the student to succeed in the curriculum.
Different Strategies:
Positive Reinforcement
Behavior management strategy provided for students focusing on rewarding what is done well. Teachers give praise, non-verbal communication, tangible tokens, or attention to students with behavior, academic needs or all general students.
Accommodations
Tasks for students with SEN needs are not changed. Different strategies such as time extensions, in class one on one support, prompts, checklists, and reduced number of questions or answers are provided.
Differentiation
Teachers consider each student's varying needs, learning styles and develop a Personalized Learning Plan (PLP) for students to learn effectively. All students are provided with different avenues to learn and understand ideas.
Modification
Tasks for students with SEN needs are changed based on the student’s Individualized Education Program (IEP). Alternative tasks which are achievable for the student’s level of independence are provided.
Tiered Instruction
Students are provided with opportunities to learn at their own pace with the rest of the students. Leveled activities and performance grouping are evident in each classroom. This allows the students to develop skills and journey towards achieving specific grade level benchmarks.
Intervention
A pull-out one on one support from the SEN Teacher is provided to work closely with students with SEN needs. Intervention strategies and skills based activities to improve on the specific academic areas they struggle with are provided during the pull-out sessions.
Learning Environment
The school is designed to provide easy access to different types of learners without any physical disabilities. Safe and comfortable learning lounge and learning spaces are available in and outside the classrooms where students are allowed to gain access during school hours. The teachers arrange each classroom taking into consideration their student's learning styles and learning needs. Materials are easily and readily available for students to carry out tasks and activities required in the curriculum.
Participation
All students including students with SEN are welcomed and accepted at the DSKI community. Students’ awareness of each other's differences/exceptionalities together with a sense of mutual respect, open-mindedness and caring are being inculcated to all students. DSKI aims to develop relationships and a sense of belonging to all students through inclusion. With this, opportunities are provided for all students to play, collaborate, work, and learn together during sport’s day, assemblies, after school clubs, school wide events, and different class activities.
Support
DSKI provides support to teachers, parents and staff through training and workshops in or outside the school. The SENCO consolidates all documentation and information pertaining to each student with SEN and the available resources to support specific learning needs. These resources are available for everyone to access. SENCO, Head of Primary and the Principal closely work together with the homeroom teachers in planning strategies to support students with SEN in the class. Accredited specialists are also available for teachers, staff and parents to provide professional guidance in early identification, interventions and supporting students with SEN in school and at home.
Supporting Students with Special Education Needs
Rationale
The DSKI takes a collaborative approach in identifying student’s learning needs, planning for, and providing support to develop their idea of internationalism, and the attributes of the IB learner profile.The policy also reflects Diversity, Equity, Inclusion (DEI) and Belonging by removing barriers to learning and ensuring access to curriculum. Students are best supported when administrators, staff, families work together toward a common view and approach to the student’s development. At DSKI everyone is encouraged to become active, compassionate and share mutual respect and understanding for each individual's differences. Students with Special Education Needs (SEN) are identified, supported and empowered to develop their full potential in school.
SEN Levels of Support
1. Pull-out Support
Teaching outside the general education classroom by SENCo or support teacher. Individualized instruction is provided to allow students with SEN a better chance of success.
2. Push-in Support
The SENCo or support teacher brings the necessary tools to students with SEN in the general education classroom. Homeroom teachers and the SENCo work collaboratively to provide differentiated instruction or instructional support.
3. Intervention
A carefully planned process is implemented to provide students with SEN the targeted support they need to develop essential skills and bridge gaps in their physical, social, emotional, developmental, and intellectual abilities. Interventions are identified through assessment data and Tracker Day meetings and are delivered by the support teacher in collaboration with classroom teachers.
Role of SENCO
Oversee and maintain SEN documentation in line with school policy
Lead the SEN identification process through observation, assessment, and collaboration with teachers and parents/guardians
Support homeroom and specialist teachers with inclusive strategies and differentiation
Develop and review Individualised Support Plans with the SEN team
Monitor and evaluate interventions and student progress
Coordinate in-class and small-group support
Liaise with external professionals as needed
Manage SEN resources and materials
Role of Head of Primary / Early Years Coordinator
Ensure homeroom teachers follow the SEN Policy and liaise regularly with the SENCO
Share section student updates during staff meetings
Attend SEN and Level 4 SEN meetings with parents when required
Ensure all SEN documentation is submitted and reviewed by the SENCO during the admissions process prior to acceptance
Role Homeroom Teachers
Liaise with the SENCO by sharing initial observations of students who may demonstrate SEN
Ensure all SEN documentation is accurately completed with guidance from the SENCO
Collaborate with specialist teachers to support consistent strategies and interventions
Provide differentiated instruction in consultation with the SENCO to support student needs
Assess, document, and share student progress during Tracker Days with the Head of Primary and SENCO, supported by intervention evidence
Role Specialist Teachers
Liaise with homeroom teachers by sharing initial observations of students who may demonstrate SEN
Collaborate with homeroom teachers to discuss concerns, interventions, and strategies to ensure consistent practice
Update the Student Monitoring Report regularly and ensure homeroom teachers contribute as required
Provide differentiated instruction in consultation with the SENCO to support students with SEN
Outside Organizations
To support the schools SEN-programme the Coordinator will liaise and cooperate with the following outside support services if required:
• Paediatricians
• Medical specialists
• Speech therapists
• Occupational therapists
• Learning Disability specialists
• Psychologists
• Psychiatrists
• Social services
• Education welfare services
• Youth health services
SEN Identification
DSKI is committed to early identification and support to students with Special Education Needs (SEN) to ensure equitable access to learning needs and well-being.Guided by Diversity, Equity, and Inclusion (DEI) principles, identification of SEN is collaborative and is an ongoing process that focuses on the understanding of the individual student’s learning needs rather than assigning a label. Students at DSKI who have, or are suspected to have, learning difficulties or special educational needs will be identified through the following:
Admissions
During the admissions process, the school administration will request relevant background documentation for applicants with identified or suspected Special Educational Needs (SEN). This information is shared with the SENCO to gain an understanding of the student’s learning profile and support needs. Guided by Diversity, Equity, and Inclusion (DEI) principles, the school carefully considers whether it can provide appropriate support and equitable access to learning using available resources. Where the school is unable to meet the student’s needs effectively, families will be supported with guidance toward alternative educational settings that may be a better fit for the child.
Teacher Identification
If a student enrolled at DSKI begins to exhibit signs of Special Educational Needs (SEN), concerns should first be shared with the homeroom teacher, who will then liaise with the SENCO. All relevant information, including formal and informal observations (anecdotal records), assessment data, and work samples, will be consolidated and shared with the SENCO to support informed identification and next steps.
Professional Report
External organisations may provide formal assessments to diagnose specific conditions (e.g. dyslexia). To ensure consistency, external organisations are approached only by the SENCO. The SENCO will first liaise with school administration and then seek informed consent from parents/guardians before any assessment is arranged.
Parent / Guardian Input
Insights of parents / guardians about their child’s learning needs, experiences and behavior at home are gathered through meeting and communications. This information is treated confidentially and is used alongside the teachers, specialists observations together with the assessments to plan, review and to adjust appropriately.
Student’s Voice
Students share their concerns about their learning, strengths and challenges. A student's voice is an important part of the SEN identification process.
Assessment Data
Assessment data, including formative assessments, screening tools, and work samples, are used to identify learning needs and monitor student progress. This data supports informed decision-making and helps guide appropriate interventions and support strategies
Support Process for SEN Students
When a student is identified as being of concern we move through levels detailed above. A student may join the school at a level other than level 1 where we will just place them as appropriate.
This system applies to all students regardless of the area of concern. It applies to learning needs, socio-emotional and behavioral problems.
Student Counselling
In-school counselling
In-school counselling is coordinated through the SENCO in line with the SEN Policy. Support is recommended based on observations, assessments, or concerns raised by staff, parents/guardians, or students. Parental consent is obtained prior to counselling, which is provided confidentially to support students’ social and emotional wellbeing. Students who require counselling can be placed directly at level 3 with no need for an escalation process from level 1 depending on the need, eg a bereavement.
Professional Counselling
Referrals for counselling may be initiated by the SENCO following concerns raised by teachers, parents/guardians, or students, and informed by observations and assessment data. Referral is provided by the SENCO and parents directly consult with the professional. All referrals are managed confidentially in line with the SEN Policy. Updates and reports may be shared to the school by the professional with the consent from the parents.
SEN Documentation used at DSKI
Student Monitoring Report - teacher’s documentation of incidents and how they were dealt with.
Support Plan - A plan developed by the student in collaboration with the homeroom teacher and the SENCo - as a way to help the student achieve learning goals. Support Plans are generally based on the belief that students will be more motivated to learn, will achieve more in school, and will feel a stronger sense of ownership over their education if they decide the way they learn and how to achieve the set goals.
Learning / Behavior Plan - A plan developed by the SENCo and the HR Teacher for the SEN with the approval of the Head of Primary. The plan aims to identify a specific learning or behavior concern that needs to be addressed with the support from the parents or an outside specialist. Upon completion of the Learning / Behavior Plan, the SEN will be provided with appropriate recommendations.
Individualized Educational Plan (IEP) - for a child with a specific diagnosis. A document that details goals designed for the child’s learning needs. Carefully planned for the student with SEN who has an identified disability and cannot keep up with the regular classroom learning requirements without extra help from the homeroom teacher, SENCo or Shadow Teacher - or a change to the curriculum.
Resources
The school has an annual allocated budget for the SEN Program. Resources such as educational, intervention materials, books, initial assessment tools, online resources are available. These resources are to be used not only by students with SEN but are also available for regular students. Both in and outside school training programs / Professional Development are also provided for teachers.
A trained and qualified SEN Teacher / Coordinator provides support to students and teachers to ensure that the school’s SEN Program is being implemented.
Qualified professionals such as doctors, Speech and Language Pathologist, Occupational Therapist, and Educational Psychologist are on call to provide support to regular and students with SEN.
A shadow teacher may be contracted by the parents depending on the needs of the SEN student. The school Head of Primary must approve recommendations for a shadow teacher before any conversations with the parents and it may only be recommended to a family with a student in level 4.
The school ensures that the contracted Shadow Teacher is a qualified person to support students with SEN needs. The SENCo, HR Teacher and the Shadow Teacher collaborate and plan together to implement the inclusion according to DSKI’s SEN / Inclusion Policies.
Sources:
UK, Lanc. “Educational Psychology Assessment.” Lanc UK, 2016, www.lanc.org.uk/educational-psychology-assessment-adhd-asd/.
Cologne International School, SEN policy 2008
“Writing an Inclusion Policy.” Manitoba , Child Care Program, 2020, www.gov.mb.ca/fs/childcare/resources/pubs/writing_inclusion_policy.pdf.
Japanese Child Welfare Act (1947)
Japanese Act on the Prevention, etc. of Child Abuse 2022
Child Guidance Centers Japan
International Baccalaureate Programme Standards and Practises 2019
International Baccalaureate Learning and Teaching 2018
International Baccalaureate The Learner 2018
International Baccalaureate The Learning Community 2018
This policy will be comprehensively reviewed every two years to ensure that it is up to date, effective and relevant as well as being implemented in a fair and consistent way.