3 Examples of how we can facilitate
Physical disability
Special needs because of physical disability – lasting or temporary - can be students that are
- Deaf, have impaired hearing or use hearing aid
- Blind or have impaired vision
- Have any kind of physical mobility problem
The school has universal access to all the learning facilities such as library, language laboratory, science laboratories, film rooms and classrooms. Students with mobility problems are equipped with internal telephone so that they can get in contact with staff at any time if necessary.
Whenever a student uses hearing aid, the most frequently used classrooms will have loop installed and the teachers will use microphones. Interpreters of sign language are used if necessary – for example during exams.
Students with impaired vision will as far as possible be equipped with audio books.
Temporary injures or conditions that demands special transportation
A student that for some reason is unable to walk has the right to transportation to school paid by the county. We have a good cooperation with the county and the local taxi company to organize transportation like that whenever a student is injured during sport events or exercise, or by any accident in or out of school.
Special needs because of mental and social problems
We have a school nurse that gives advice and helps the students with any health problem. Students that have the diagnosis dyslexia are provided with audio books and correcting programs installed in their personal computers, and they are allowed produce text on the computer during mock exams and school writings. Written information in connection to tests and mock exams may be read aloud to the students in a separate room next to the exam room. Some of the known learning disabilities like dyslexia and dyscalculia can be hard to detect when learning in a foreign language. The school has a regular and continuous cooperation with the PPT (Practical Pedagogical Service), which serves all the students and apprentices in the county. Their service is mostly aimed at supporting and guiding the school in its work of meeting the challenges of special needs, but they also do scanning and tests to diagnose learning disabilities. In cases of psychological problems of any kind, the school has a good relation to the local BUP (Psychiatric services for children and young people). The school counselor and career advisor is in continuously dialogue with both these services.
Hospitalized students
When a student is hospitalized for some time, the school can make arrangement with the Hospital school (SMI-skolen). They provide rooms and opportunity to study for long-term patients, and they can in some cases offer teaching as well. Our students are to a great extent doing essays and self-study, and in cases of longer stays in hospital, the teachers and the student make plans for the study progress during the stay.
Inclusive Assessment Arrangements
Inclusive assessment arrangements are made for students with
- Learning disabilities
- Special learning difficulties
- Communication and speech difficulties
- Autism spectrum disorders
- Social, emotional and behavior challenges
- Multiple disabilities and/or physical, sensory, medical or mental health issues.
The inclusive assessment arrangements should be a continuance of arrangements made in class for students with special needs. Therefore, special needs must be communicated to the school as early as possible to achieve the best arrangement for the student and hence the best obtainable academic results for the student. In order to have special assessment arrangements, supporting documentation in English must be submitted to the school (medical/psychological/psycho-educational documentation). Based on the documentation, the school will make arrangements in accordance with the IB Rules and Regulations. Requests must be submitted to the school before 10th November, 6 months before the written examination.
Examples of possible arrangements:
- Access to additional time, extra time, extension to deadlines
- Rest breaks during assessment
- Deferral, extensions, seating, separate room, alternative venue
- Reader, access to reading, sign language interpreters, access to writing, a scribe
- Care assistant, prompter, communicator, practical assistant
- Medication, food and drink
- Changes to print on examination papers or printing on coloured paper
- Access to electronic examination or modified papers
- Speech recognition software, transcriptions
- Reading software
Sources:
“Access and inclusion policy”, International Baccalaureate Organization (UK) Ltd. Cardiff, Wales: October 2018. Print
“Adverse circumstances policy”, International Baccalaureate Organization (UK) Ltd. Cardiff, Wales: August 2021. Print
“Diploma Programme Assessment Procedures 2022”, International Baccalaureate Organization (UK) Ltd. Cardiff, Wales: 2021. Print
Revised 06.05.2022