Difference and diversity are central at ISWA, where all students receive meaningful and equal access to the curriculum.
ISWA employs Inclusive Education teachers in both the Primary and Secondary sub-schools, to assist students with diagnosed learning difficulties or students identified as requiring additional support.
This support follows the International Baccalaureate four principles of good practice of learning diversity and special needs education:
- Affirming identity and building self-esteem
- Valuing prior knowledge
- Extending learning.
Child-supported activities may take place as a second teacher within the whole class setting or in a small group external setting.
A core role of each Inclusive Education teacher is to support the classroom teacher to differentiate lessons and activities, and provide adjustments to the learning environment.
On-entry assessments, previous school reports, reports from external service providers and feedback from parents and teacher are used to determine if a student would benefit from receiving additional learning support.