Inclusion Policy^[1]

Inclusion

Inclusion is defined as: all students are entitled to adequate access to learning,  achievement and the pursuit of excellence in all aspects of their educational programs. In this process, it is important that staff members avoid labelling or judging the student, and instead use a coaching approach to encourage the student to take ownership of their own learning. ^[2]

In alignment with the IB Access and Inclusion Policy ^[3], we acknowledge learning diversity and embrace differentiation which can be planned for in content, process, and product. This happens at the group and individual level as needed.  Differentiation happens within the frame of the lessons in the classroom.^[4] The International High School offers a learning community to all students, and strives to accommodate all special needs. The main building and our side pavilions are easily accessible and have wheelchair ramps, automatic doors and elevators for those who require them. Adjustments are made for students where it is identified they have a specific physical need in regards to their learning and engagement, for example placement in physical space, lighting and acoustics.

This document explains how The International High School works in a goal oriented and systematic way against discrimination, harassment, and/or other offensive treatment as well as how we ensure all our students have the same opportunity to study and learn in our school. The following pages will focus on the following parts of the Inclusion Policy:

1. Legislation and The Education Act
2. Inclusive arrangements according to IB
3. Definition of Key concepts
4. Obligation to Notify
5. Responsibility Distribution
6. The Equal Treatment Plan
7. Equal opportunity and differentiated learning

1. Legislation and the Education Act

All the students on the National Programmes and the PreIB Programme fall under the Swedish Education Act (2010:800).^[5] The school is obligated to report, investigate and take measures against discrimination and abusive treatment, regulated in the Schools Act 2010:800 Chapter 6. Note that in the IB Programme, this is only valid for PreIB. The Discrimination Act regulates that the school follows the active measures to prevent discrimination and harassment. This is valid for the entire school (including the IB Diploma Programme^[6]). The legal requirements specific to the Swedish Education Act in regards to this policy can be found in the following portions of the law:

Chapter 1, “Inledande bestämmelser”, paragraph 4 “Syftet med utbildningen inom skolväsendet”; the aim of education is to enrich all students’ development and learning and that the education promotes respect for human rights and the democratic values of Swedish society.

Chapter 5, “Trygghet och studiero”; this has to do with the mandate to keep the learning environment secure and calm.

Chapter 6, “Åtgärder mot kränkande behandling”; this has to do with the mandate to take action against offensive behavior. The specification is co-related to Sweden’s diskrimineringslagen (anti-discrimination law) (2008:567). It is under this regulation for which we have Program Rules as well as a Plan against Discrimination of Offensive Behavior.  The Plan against discrimination and offensive behavior is revised annually after year 2 students are surveyed about their experience of safety and security at school.

Chapter 15, “Allmänna bestämmelser om gymnasieskolan”, Paragraphs 19- 20, “mentor och “Utvecklingssamtal”, in which it is stated that each student will have a mentor and a development talk will happen at least once per term.^[7]

These legal requirements are specific only to the students on the National Programmes as well as the PreIB students, however, the systemic quality work is conducted with the programme as a whole whereby the IB Programme Standards and Practices have been mapped into the Swedish requirements.

IB Programme Standards and Practices (PSP) (IBO, 2020)^[8]: IB11 and IB12 practices are regulated by the PSP. The processes in place to comply with the IB regulations are done both through the systematic quality work just described, as well as preparation and follow up for the 5 year IB evaluation.

All students at the International High School are regulated under the Discrimination Act (2008:567).

2. Inclusive access arrangements according to IB^[9]

Access arrangements are changes introduced to teaching, learning and assessment to remove or reduce barriers. They do not change what the student is expected to learn and do not lower expectations, but instead provide the optimal support to address challenges and to enable the student to work around them. At a fundamental level, they address equal access and fairness to learning and teaching and in addition, validity and meaningfulness to assessment. The arrangement must not give the candidate an advantage in any assessment component.

A few examples of access arrangements by the category of the arrangement:

• Flexibility in duration of examination, course, or deadline
• Flexibility in examination location
• Flexibility in presentation of the examination or input
• Flexibility in method of response

If the arrangement requires IB authorization, then there will need to be both medical documentation and educational documentation that shows it is the students' usual way of working.

Access requirements: A candidate with access requirements is one who requires access arrangements in teaching, learning and assessment.

Approaches to learning (ATL skills): cognitive, metacognitive, and affective skills which are linked to the attitudes and dispositions of the IB learner profile. The skills are considered crucial in "preparing students effectively for life beyond school" but also crucial for effective learning in general. (2013).

Approaches to teaching: broadly referring to 6 pedagogic principles underpinning best practices in the Diploma Programme. That teaching is 1) based on inquiry 2) focused on conceptual understanding 3) developed in local and global contexts 4) focused on effective teamwork and collaboration 5) differentiated to meet the needs of all learners 6) informed by assessment (formative and summative). (2013).

Barriers to learning: Barriers can come in the form of:

• School organization and resources
• Culture and policies
• Approaches to teaching and learning
• Buildings and physical obstacles
• Relationships among the community

Thus barriers to learning include any disruptions in the learning atmosphere, including offensive behavior or any violation of the school rules. School Attendance problems can also be considered a barrier to learning.   It is for this reason that our Inclusion Policy is rather extensive and includes the Plan Against Discrimination and Offensive Behavior, and refers to additional policies such as our Attendance Policy and our Code of Conduct.

Inclusion: The IB defines inclusion as “an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.” (IBO, 2016).

Learning support requirements Support and/or access required to enable some students, who have the aptitude to meet all curriculum and assessment requirements, to reach their full potential in learning and assessment. Not all students who have access requirements will need learning support. Students with identified challenges (such as: autism/Asperger’s syndrome; learning challenges; speech, communication, physical and sensory challenges; social, emotional and behavioural difficulties; medical and mental health challenges) may have learning support requirements. Also, additional language learners may receive learning support to bridge and develop their language. However, learning support is not restricted to students with identified challenges and must be provided to any student who requires support

3. Definition of Key Concepts

Discrimination is defined in §4 of the Discrimination Act as an overarching concept for negative treatment of individuals or groups that results in their disadvantage based on different grounds of discrimination. Discrimination is also used as a term in cases where institutions, through structures and practices, disadvantage individuals based on these discrimination grounds. The seven discrimination grounds are:

• Gender
• Ethnicity
• Religion or other belief
• Sexual orientation
• Disability
• Age
• Gender identity or expression

Offensive Treatment:

In the Education Act (Chapter 6, §3), offensive treatment is defined as behavior that, without being discrimination according to the Discrimination Act, violates the dignity of a child or a student. Common characteristics of all offensive treatment:

• Offenses can occur individually or repeatedly systematically over time.
• Offenses can be physical, such as restraint, kicks, punches, and shoving.
• Offenses can be verbal, including insults, derogatory names, gendered language, swearing, and threats.
• Offenses can be psychosocial, involving gestures, sighs, looks, spreading rumours, or exclusion.
• Offenses can also occur in text and image form, such as SMS, MMS, emails, social media, notes, letters, and graffiti.

Harassment:

Harassment is conduct that violates someone's dignity and is related to one or more of the seven discrimination grounds. It may involve comments or derogatory jokes, gestures, or exclusion.

Sexual Harassment:

Sexual harassment is behaviour of a sexual nature that violates someone's dignity. In addition to comments and words, it may involve actions such as touching or leering looks. It can also include unwelcome compliments, invitations, and insinuations.

4. Obligation to Notify

The principal conducts systemic quality work throughout every school year in which each aspect of school law is followed up and evaluated. Strategic plans are created for any areas of prioritized need for improvement. The Student Health team and the staff are involved in identifying areas in need for improvement and further work. In alignment with all schools within the Gothenburg municipality, we follow the same chain of procedure should we identify a case where discrimination and/or harassment has taken place.

Obligation to report for teachers/staff

A teacher/other staff member who becomes aware of a situation where a student considers to have been subjected to discrimination and/or offensive treatment in connection with the activity is obliged to report this to the principal. According to the Swedish Education Act, the same obligation applies when a student is considered to have been subjected to any type of harassment.

Obligation to report for the Principal

A principal who becomes aware of a situation where a student considers to have been subjected to discrimination/offensive treatment in connection with the activity, is obliged to report this. According to the Education Act, the same obligation applies when a student is considered to have been subjected to any type of harassment. Registration must be done promptly.

Obligation to investigate

According to the Education Act, the principal has an obligation to promptly investigate the circumstances surrounding the case of discrimination/violation and take the measures that may reasonably be required to prevent discrimination and abusive treatment in the future.

5. Responsibility Distribution

The principal is responsible for the creation of the Equal Treatment Plan. This year's Equal Treatment Plan (Likabehandlingsplan) has been compiled with school leadership, EHT (Student Health Team), teachers, and representatives from the student council.

Mentors and counselors are responsible for informing and explaining the plan to their mentees. Mentors may also be involved in handling cases of offensive treatment. The Student Health Team, consisting of various professionals, is responsible for providing support in cases of harassment or offensive treatment. The school nurse and school counselor specifically handle situations related to discrimination, harassment, sexual harassment, and offensive treatment, working alongside the principal and educational leader.

All staff, including teachers and other personnel, are obligated to recognize, intervene, and report harassment, sexual harassment, and offensive treatment to the principal. Staff members are also responsible for reflecting on the norms and values they convey, striving for equal treatment, and participating in the creation of the equal treatment plan.

All students at The International High School of the Gothenburg Region should attempt to prevent offenses by promptly seeking help from an adult at the school. Students participate in the process through representation in the student council, where the council, along with representatives from the Student Health Team, suggests measures for preventing offensive treatment and harassment at the school.

6. The Equal Treatment Plan^[10] 

The International High School of the Gothenburg Region is an internationally oriented school, which means that we have the whole world gathered under one roof, of which we are very proud. With a strong international influence, an active student body, student ambassadors, and student associations in the school, it contributes to the school having good conditions to work on student participation and influence in the development of the equal treatment plan. Our ambition and goal are to keep these issues alive throughout the school year. Every student should feel that they are important and needed, a significant person in our school and a good citizen.

The follow-up and Evaluation of the Equal Treatment Plan 2023-2024 can be read below:

Assessment of Risks for the Academic Year 2024–2025

Targeted Interventions for the Academic Year 2024-2025

7. Equal opportunity and differentiated learning

Approaches to teaching and learning

All students are required to complete an emergency form at the commencement of each academic school year, in which they may inform us of any special education needs.  This is given to the Special Educational Needs (SEN)  teacher who will work with the student and the teachers to ensure the right support is in place. By having a clear understanding of the student’s educational requirements, the IB coordinator is able to apply for adjustment for the final DP exams. Teaching and learning practices are well grounded in the IB Programme Standards and Practices and follow a pattern of inquiry, implementation and reflection against the approaches to teaching and learning.

At times an individual student may need more support than what is given in the form of differentiation. Throughout the school year, the students in need of extensive support are discussed and evaluated in the Student Health Team as detailed in the Special Educational Needs Policy. The International High School is able to provide support for a student outside of the classroom by meeting with our SEN-teacher. Typical support measures in this regard are help in preparing homework, basic skills tutoring, developing strategies for overcoming obstacles to learning, planning their study schedule and more.  More extensive support needs are discussed in the Student Health team and ultimately decided by the Principal and may result in an Action Plan. (Please see the Special Educational Needs Policy)

Prior to November 15 (in the final year) the school must make a request to the IB if any special adjustment arrangements must be made for the official IB Examinations and require IB approval. All arrangements require both medical documentation as well as the school’s own documentation to support that the arrangement is the students’ usual way of working.

Note! There are regular observation rounds at the school for the purposes of identifying and remedying physical obstacles or safety concerns and students are encouraged to become and undergo training as a  safety representative. All this to promote and encourage students to be included in how our building is maintained and which improvements need to be attended to.    

Please read the other policies relevant to understanding and supporting our Inclusion Policy: Attendance Policy, Special Educational Needs Policy, and Plan Against Discrimination and Offensive Treatment (of which IB Programme Rules are a part).

Implementation, Evaluation and Review

• All new staff will be made aware of the Inclusion Policy and receive a copy when they begin their employment at the school. Students and guardians are made aware of the document and can access it via Vklass and on the The International High School website.
• The International High School acknowledges that the Inclusion Policy is a working document and should therefore be updated on a yearly basis.

Last edited, January 2024

Appendix 1

Equal Treatment Plan 2023-2024

Offensive Treatment, Discrimination, and Harassment

Plan Against Discrimination and Offensive Treatment

This plan outlines The International High School of the Gothenburg Region's efforts against offensive treatment, discrimination, and harassment. Our vision is for The International High School of the Gothenburg Region to be a secure and welcoming workplace for both students and staff. The overall goal of the school's work against offensive treatment, discrimination, and harassment is to ensure that all students feel secure regardless of gender, gender identity or expression, sexual orientation, ethnicity, religion or other belief, disabilities, and age. Human rights are everyone's rights.

The International High School of the Gothenburg Region is an internationally oriented school, which means that we have the whole world gathered under one roof, of which we are very proud. With a strong international influence, an active student body, student ambassadors, and student associations in the school, it contributes to the school having good conditions to work on student participation and influence in the development of the equal treatment plan. Our ambition and goal are to keep these issues alive throughout the school year. Every student should feel that they are important and needed, a significant person in our school and a good citizen.

Offensive treatment, harassment, sexual harassment, and discrimination are not accepted at the school. If this occurs, the case is promptly handled by the responsible principal, assistant principal, and EHT (Student Health Team) to quickly provide help and support so that the offenses cease.

The plan should be well-known and firmly rooted among staff, students, and guardians. Students and staff should be aware of the legislation regarding students' rights and the duties of staff to observe and report offenses to guarantee a safe school and workplace for everyone.

The International High School of the Gothenburg Region's equal treatment plan for 2023-2024 should permeate the entire school's operations and be reflected in attitudes, preventive and promotional work by student health, teaching, values education, and in the rules and procedures we have at the school.

Key Concepts

Discrimination:

Discrimination is defined in §4 of the Discrimination Act as an overarching concept for negative treatment of individuals or groups that results in their disadvantage based on different grounds of discrimination. Discrimination is also used as a term in cases where institutions, through structures and practices, disadvantage individuals based on these discrimination grounds. The seven discrimination grounds are:

• Gender
• Ethnicity
• Religion or other belief
• Sexual orientation
• Disability
• Age
• Gender identity or expression

Offensive Treatment:

In the Education Act (Chapter 6, §3), offensive treatment is defined as behavior that, without being discrimination according to the Discrimination Act, violates the dignity of a child or a student. Common characteristics of all offensive treatment:

• Offenses can occur individually or repeatedly systematically over time.
• Offenses can be physical, such as restraint, kicks, punches, and shoving.
• Offenses can be verbal, including insults, derogatory names, gendered language, swearing, and threats.
• Offenses can be psychosocial, involving gestures, sighs, looks, spreading rumours, or exclusion.
• Offenses can also occur in text and image form, such as SMS, MMS, emails, social media, notes, letters, and graffiti.

Harassment:

Harassment is conduct that violates someone's dignity and is related to one or more of the seven discrimination grounds. It may involve comments or derogatory jokes, gestures, or exclusion.

Sexual Harassment:

Sexual harassment is behaviour of a sexual nature that violates someone's dignity. In addition to comments and words, it may involve actions such as touching or leering looks. It can also include unwelcome compliments, invitations, and insinuations.

Responsibilities and Contacts

Responsibility Distribution:

The principal is responsible for the creation of the equal treatment plan. This year's equal treatment plan has been compiled with school leadership, EHT (Student Health Team), teachers, and representatives from the student council.

Mentors and counselors are responsible for informing and explaining the plan to their mentees. Mentors may also be involved in handling cases of offensive treatment. The Student Health Team, consisting of various professionals, is responsible for providing support in cases of harassment or offensive treatment. The school nurse and school counselor specifically handle situations related to discrimination, harassment, sexual harassment, and offensive treatment, working alongside the principal and educational leader.

All staff, including teachers and other personnel, are obligated to recognize, intervene, and report harassment, sexual harassment, and offensive treatment to the responsible principal. Staff members are also responsible for reflecting on the norms and values they convey, striving for equal treatment, and participating in the creation of the equal treatment plan.

All students at The International High School of the Gothenburg Region should attempt to prevent offenses by promptly seeking help from an adult at the school. Students participate in the process through representation in the student council, where the council, along with representatives from the Student Health Team, suggests measures for preventing offensive treatment and harassment at the school.

Who should I turn to if I myself am subjected to harassment or notice that someone else is being subjected to harassment?

Contacts:

• Principal:

• Name: Kristina Bergman Alme
• Phone: 0707–808456
• Email: kristina.bergman.alme@educ.goteborg.se

• Deputy to the Principal:

• Name: Sepideh Ansari
• Phone: 0762-946131
• Email: sepideh.ansari@educ.goteborg.se

• Counselor:

• Name: Merima Muharemovic
• Phone: 0728-567594
• Email: merima.muharemovic@educ.goteborg.se

• School Nurse:

• Name: Maria Carmesund
• Phone: 0707-808468
• Email: maria.carmesund@educ.goteborg.se

• Special Educational Needs Pedagogue:

• Name: Ulrika Hedencrona
• Phone: 0725-013288
• Email: ulrika.hedencrona@educ.goteborg.se

Follow-up and Evaluation of the Equal Treatment Plan 2022-2023:

Assessment of Risks for the Academic Year 2023–2024

During the academic year 2022–2023, 1 report of offensive treatment and harassment was filed.

Targeted Interventions for the Academic Year 2023–2024

Procedure for Dealing with Offensive Treatment, Discrimination, and Harassment

The International High School of the Gothenburg Region adheres to the guidelines of the Education Administration on how staff should act if it is observed that a student has been subjected to offensive behaviour, discrimination, harassment, or sexual harassment. These guidelines are in accordance with the Education Act (2010:800), Chapter 6, Section 10, and the Discrimination Act (2008:567), Chapter 2, Section 7 (see Appendix A).

Investigating and addressing cases of offensive behaviour, discrimination, and harassment is the responsibility of the Education Administration according to the law. The administration has delegated to the principal the authority to investigate and address cases according to the delegation order, points 1.8 and 1.15, for The International High School of the Gothenburg Region. In the event a student feels subjected to named behaviour by the principal, the investigation and correction should be carried out by the school manager or area manager.

Procedure for Students:

If a student is subjected to or witnesses another student being subjected to offensive treatment, discrimination, harassment, or sexual harassment, this should be reported to a staff member they feel comfortable with.

Procedure for Staff:

If a staff member becomes aware of the occurrence of offensive treatment, discrimination, harassment, or sexual harassment, this should be reported directly to the principal. In a case where a student feels subjected to named behaviour by the principal, staff should contact the school manager or area manager.

Last edited June 2024.