全纳政策
GIPSB Inclusion Policy GIPSB
1.Purpose 目的
1.1 School mission statement学校使命
At GIPSB, we are firmly convinced that,在GIPSB，我们坚信所有学生
每个学生都是不同的
Each student is different
每个学生都是有价值的
Each student is valuable
每个学生都有成功的潜力
Each student has potential for success
每个学生都能取得进步
Each student can make progress
每个生都应该受到尊重
Each student should be respected
1.2 What is inclusion? 什么是全纳？
Inclusion is defined as ‘an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers’ (learning diversity in the International Baccalaureate). At GIPSB, we believe we should consider all our students’ unique needs when helping them reach their academic and non-academic potential. We recognise and appreciate that our students come from a range of cultural and educational backgrounds, and that diversity makes our school a rich and interesting environment. We respect all our students and are committed to providing a positive educational experience to all. Our school is organised in such a way to value the diversity of our students, and respect individual learning differences.
全纳被定义为“一个持续的过程，旨在使学生在学习过程中通过自主发现和解决问题来增加其学习机会和提高参与度”（国际文凭课程的学习多样性）。在GIPSB，我们相信，在帮助学生发展学术和非学术潜力时，应考虑到每一个学生的独特需求。我们认识到并重视来自不同的文化和教育背景的学生，多样性使我们的学校拥有丰富而有趣的环境。我们尊重所有学生，并致力于为所有学生提供积极的教育体验。我们学校的组织方式重视学生的多样性，并尊重个人的学习差异。
1.3 Time frame for policy review: 政策审查时间表
This policy was updated in November 2021, and will be subject to review by all staff at least once a year.
该政策于2021年11月进行了更新，所有员工每年至少应审查一次。
2.Practice: 实施
2.1 Identifying learning support requirements确认学习支持的要求
Upon admission, GIPSB communicates with parents and/or other caregivers to build up a profile of students’ needs. Formative assessment and observation are also carried out frequently in the classroom and throughout the school day. If a student is identified as having additional learning support requirements, an IEP (individualised education plan) will be produced for that student, outlining any barriers to learning and addressing different strategies for providing that student with the best possible environment and support to meet their learning needs.
入学后，GIPSB会与父母和/或其他监护人进行沟通，建立学生成长档案。同时也会在日常课堂或校园生活中进行形成性观察和评估。如果确定学生需要额外的学习支持，我们将为该学生制定IEP（个性化教育计划），分析其学习的障碍，并探讨为学生提供最佳的学习环境，根据学生学习需求制定不同的学习策略。
Learning support requirements can include, but are not limited to, the following
学习支持要求包括但不限于
· Autism 自闭症
· ADHD 多动症
· Behaviour difficulties 行为困难
· Chinese as an additional language 需要中文作为附加语言
· Gifted and talented students 有才华的学生
2.2 Differentiation 差异化
At GIPSB, all students have access to learning that enables them to succeed within the ranges of their ability, developmental stage, approaches to learning and interests. Differentiation is the process of identifying the most effective strategies for maximising students’ progress based on the different needs of each learner. Differentiation strategies include, but are not limited to;
在GIPSB，所有学生均有学习的机会，使他们能够在能力发展、个人成长、学习方法和兴趣培养方面取得进步。差异化是根据每个学习者的不同需求，以帮助学生取得最大进步为目的，寻找最佳学习策略的过程。差异化策略包括但不限于：
· Dynamic grouping 动态分组
· Personalised learning goals 个性化的学习目标
· Collaborative learning activities 合作学习活动
· Choice of tasks 任务选择
· Open-ended learning engagements 开放式学习活动
· Flexible assessment strategies 灵活的评估策略
Student agency is important at GIPSB, so where possible opportunities are given to students to express their choice in the classroom and be involved with setting their own learning goals.
在GIPSB中，学生代表很重要，因此学校会尽可能给学生提供在班级中表达自我的机会并参与设定自己的学习目标的机会。
2.3 Assessment 评估
Assessment at GIPSB is varied, and fit for purpose. We recognise that there is no ‘one size fits all’ approaches to assessment and so a range of different assessment strategies are used in order to best reflect student ability and progress. The majority of assessment is formative assessment which takes place in the classroom on an ongoing basis. Where possible, summative assessments allow flexibility in terms of the format in which students can showcase their work, and should allow students an element of choice. Assessments are also adjusted for accessibility in the case of students with learning support requirements.
GIPSB的评估方法根据教学目标而设定，方式多样。我们认识到没有“一刀切”的评估方法，因此为了最好地反映学生的能力和进步，我们使用了一系列不同的评估策略。大部分评估是形成性评估，该评估会持续在课堂学习中进行。在可能的情况下，我们也会采用总结性评估，让学生灵活地展示自己的作品，也可让学生自主选择展示方式。对于有学习支持要求的学生，我们也会随时调整评估策略，以确保其适用性。
3.Environment 环境
3.1 Learning spaces 学习空间
The school facilities are designed with inclusion in mind. This includes quiet areas in each classroom, tables designed for group collaboration and separate desks for individualised tuition. A wide range of resources are provided in both the classroom and the school library which are suitable for a variety of student needs. There is also a medical centre and a counselling room. School areas are safe and accessible for students.
学校设施的设计充分考虑了全纳性。其中包括每个教室的桌椅分布，有方便小组合作而并排/联合的桌子，还有用于个性化授课的单独桌子。各教室内和学校图书馆均提供了广泛的图书资源，可满足各种学生的需求。另有一个校医室和一个心理咨询室。校园各个区域都是安全和服务于学生的。
3.2 Teachers and other staff 教师及其他员工
All staff at GIPSB, including teachers and dormitory staff, have the relevant professional training and knowledge of the students they work with in order to implement the inclusion policy effectively, and cater to the differing needs of students.
GIPSB的所有员工，包括教师和宿舍管理教师，均接受了与工作、学生心理成长相关的的专业培训，拥有专业的教学教育知识与技能，可以有力落实学校的全纳政策，并满足学生的不同需求。
3.3 Stakeholders 利益相关者
GIPSB’s inclusion policy involves several stakeholders in order for it to be successful in providing for different student needs. These are:
GIPSB的全纳政策涉及多个教育参与者，以使其充分满足不同学生的需求。他们是：
· Pedagogical leadership team 教学领导团队
· Homeroom teachers 包班老师
· Subject teachers 学科老师
· School psychologist 学校心理老师
· Parents and guardians 父母或监护人
4.Local policies and legal requirements 当地政策和法律要求
According to the regulations of the Guangzhou local education authority, any student of the relevant age who wishes to attend GIPSB must not be excluded from doing so, for any reason.
根据广州市教育局的规定，学校不得以任何理由拒绝适龄学生享受九年义务教育的权利。
2021年11月