Last revision: July 2025
Next Review: May 2027

1.  RATIONALE & PURPOSE

Amman Academy is committed to providing an equitable, inclusive, and high-quality learning environment for every student, one that honours the full diversity of our school community. Inclusion is understood as an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.

As an IB Continuum School (Early Years to Year 12) and a Satuan Pendidikan Kerjasama (SPK) located in West Sumbawa, Nusa Tenggara Barat, Indonesia, Amman Academy is guided by both international best practice and national regulatory obligations and wisdom in the delivery of inclusive education.

This policy sets out the school’s vision, principles, legal obligations, and operational commitments for inclusion. It covers the full range of student needs, academic, social-emotional, behavioural, physical, and developmental, and establishes clear expectations for all members of the Amman Academy community.

A well-developed inclusion policy creates clear guidelines that enable and increase students’ access to the curriculum by removing barriers and building an inclusive learning community. Inclusion and diversity are upheld through the IB Learner Profile attributes, which are embedded across all programmes and divisions.

2.  REGULATORY & STANDARDS REFERENCE

3.  SCOPE

Applies to: all students enrolled at Amman Academy (Early Years through Year 12), including those with identified learning needs, disabilities, or developmental differences; all teaching and non-teaching staff; school leadership and board members; parents, guardians, and family members of enrolled students; volunteers and external partners working with students.

Does not apply to: this policy does not replace or duplicate the procedures described in the Amman Academy MTSS Manual, Admissions Policy, or IB Access and Inclusion Policy. Those documents should be read alongside this policy. Specific operational procedures (e.g., referral processes, IEP templates, exam accommodation workflows) are documented in the MTSS Manual and relevant SOPs.

4.  DEFINITIONS

• Inclusion: An ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers to participation (IB Learning Diversity and Inclusion in IB Programmes, 2016).
• Access: Providing equitable educational opportunities in learning, teaching, assessment, and all aspects of school life by accommodating the characteristics that each person brings (IB Access and Inclusion Policy, 2023).
• Student with Learning Needs: A student who has a significantly greater difficulty in learning than the majority of students of the same age, or who has a disability that prevents or hinders them from making use of educational facilities provided for students of the same age.
• Student Support Team (SST): The interdisciplinary team at Amman Academy responsible for coordinating inclusion and student support services, comprising the SST Coordinator, SEN Teachers, School Counselors, Occupational Therapist, Behavioral Therapist, Learning Support staff, and Shadow Teachers.
• Multi-Tiered System of Supports (MTSS): A school-wide, evidence-based framework that organises how instruction, interventions, and resources are delivered in three tiers (Universal, Targeted, Intensive) to meet the academic, social-emotional, behavioural, and developmental needs of all students.
• Individual Education Plan (IEP): A personalised, written plan collaboratively developed by the SST, classroom teachers, parents, and (where appropriate) the student, detailing specific learning goals, accommodations, strategies, and review timelines for a student at Tier 3.
• Individual Support Plan (ISP): A plan for students who require social-emotional or behavioural support that does not involve academic modifications, developed collaboratively by the School Counselor and relevant staff.
• Universal Design for Learning (UDL): A research-based framework for designing flexible learning experiences that are accessible to all learners from the outset, reducing the need for individual retrofitting.
• Differentiated Instruction (DI): The intentional adjustment of content, process, product, or learning environment in response to the readiness, interests, and learning profiles of individual students.
• Tier 1 Support: Universal, high-quality instruction and support provided to all students through well-designed, UDL-informed, differentiated classroom teaching.
• Tier 2 Support: Targeted, time-limited interventions for students who need additional support beyond Tier 1, including small-group instruction, targeted accommodations, and counselor check-ins.
• Tier 3 Support: Intensive, individualised support for students with significant needs, formalised through an IEP or ISP and involving specialised services such as OT, behavioural therapy, or 1:1 shadow teacher support.
• Exam Accommodation: Formally approved modifications to IB assessment conditions (e.g., additional time, scribe, reader, word processor) granted by the IB in accordance with the IB Access and Inclusion Policy.
• SPK (Satuan Pendidikan Kerjasama): A Partnership School operating under Indonesian law that combines the national curriculum framework with an international educational programme (in AA’s case, the IB continuum).

5.  POLICY STATEMENTS

5.1   Core Principles:  Amman Academy believes that every student has the right to a quality and meaningful education. The following principles guide all decisions and actions under this policy:

• Equity and Access: All students have an equal right to access a stimulating, high-quality education that meets their academic, social-emotional, physical, and personal needs, across all IB programmes and year levels.
• Whole-School Responsibility: Inclusion is not the sole responsibility of the SST. Every leader, teacher, non-teaching staff member, and family is an active participant in creating an inclusive school culture.
• Strengths-Based Approach: We recognise and build on the unique strengths, interests, and abilities of all students, including in domains such as sport, arts, and social activities, to support holistic development.
• Welcoming Diversity: We celebrate diversity in all its forms, learning profiles, language backgrounds, cultural identities, and personal experiences. Inclusion is culturally normalised across all divisions.
• Early Identification and Intervention: The school prioritises early identification of student needs and responds promptly with appropriate, evidence-based support before concerns escalate.
• Family Partnership: Parents and families are essential partners. The school maintains open, respectful, and ongoing communication with families at every stage of a student’s inclusion journey.
• Continuous Improvement: Inclusion at Amman Academy is a journey. We commit to ongoing reflection, professional development, data review, and policy refinement to improve our inclusive practices every year.

5.2   Requirement:  The following operational requirements apply across admission, MTSS tiers, IEP, curriculum access, well-being, regulatory compliance, confidentiality, professional development, resources, and monitoring:

5.2.1   Admission and Access:  In alignment with IB Standards (Culture 1.1, 1.2, 1.3) and the school’s Admissions Policy:

• Amman Academy implements and regularly reviews an access and admissions policy that clearly describes the conditions for participation in all IB programmes.
• The school provides relevant support materials, resources, and structures to promote access to all programmes for as many students as reasonably possible.
• The school endeavours to provide opportunities to access the IB programmes for the broadest possible range of students.
• All applicants are required to declare any potential learning needs, disabilities, or special educational requirements on their application form. Relevant reports, diagnoses, and details of existing support must be submitted at the time of application.
• The school may conduct intake screening across language, academic, socio-emotional, and physical domains to inform support planning for newly enrolled students.
• The school reserves the right to decline enrolment where it genuinely cannot, at the time of application, meet a student’s needs with confidence and without compromising the student’s best interests. The final decision rests with the Head of School.
• If the school determines it is unable to continue meeting a currently enrolled student’s needs, this will be discussed with the family transparently and in accordance with the Admissions Policy.

5.2.2   The Multi-Tiered System of Supports (MTSS):  Amman Academy operates a Multi-Tiered System of Supports (MTSS) as its primary framework for delivering equitable, responsive, and well-structured support to all students. The MTSS framework applies across Early Years through Year 12 and is documented in full in the AA MTSS Manual 2025-2026.

Tier 1, Universal Support (All Students). Tier 1 is the foundation of all inclusion at Amman Academy. High-quality Tier 1 instruction reduces the need for more intensive intervention.

• All classroom teachers deliver differentiated, UDL-informed, and IB-aligned instruction to 100% of students.
• Social and emotional learning (SEL) is embedded across all year levels, including explicit teaching of self-regulation, empathy, conflict resolution, and resilience.
• Universal screening data is shared with the SST to identify students who may need additional support.
• The school provides staff, facilities, and resources as outlined in this inclusion policy, in alignment with IB Standard 0202-02-0300.

Tier 2, Targeted Support (Approx. 10-15% of Students). Tier 2 provides structured, time-limited interventions for students needing more support than Tier 1 alone can provide.

• A structured referral and observation process (typically 6-8 weeks) is followed before a student enters Tier 2.
• Interventions include small-group instruction, targeted classroom accommodations, counselor check-ins, and regular parent communication.
• Progress is reviewed at least every 4-6 weeks. Students move between tiers based on data and need.

Tier 3, Intensive Support (Approx. 1-5% of Students). Tier 3 provides intensive, individualised support for students with significant academic, social-emotional, behavioural, or developmental needs.

• Entry into Tier 3 requires SST review of Tier 2 data, parent consultation, and (where applicable) formal or standardised assessment.
• Support is formalised through an Individual Education Plan (IEP) for academic needs, or an Individual Support Plan (ISP) for social-emotional and behavioural goals.
• Tier 3 services may include: IEP or ISP, 1:1 shadow teacher support, occupational therapy, behavioural therapy, and collaboration with external specialists.
• IEPs and ISPs are reviewed at least twice per academic year.
• IEPs and ISPs are renewed annually, except when earlier renewal is needed.

5.2.3   Individual Education Plan (IEP):  The IEP is a personalised, working document developed collaboratively by the SEN Teacher, classroom and subject teachers, parents, and the student (where age-appropriate), in consultation with external specialists as needed.

• The IEP addresses individual needs across academic, cognitive, social, emotional, communication, learning, and behavioural domains.
• It records only what is additional to, or different from, the differentiated classroom curriculum.
• All IEPs contain designated review dates and are updated to reflect progress, continuation, or conclusion of support.
• If a newly enrolled student arrives with an existing IEP from a previous school, Amman Academy will ensure continuity of their programme and develop a new IEP based on current need.
• For MYP students, where an IEP specifies assessment accommodations (e.g., scribe, reader, additional time), these apply to both internal summative assessments and end-of-year examinations.
• For DP students, all assessment accommodations must be formally approved by the IB before any assessments. Parents are responsible for arranging and funding any required professional testing (no older than 2 years, in English). See the IB Coordinator for further guidance.

5.2.4   Individual Support Plan (ISP): is a personalised, working document developed collaboratively by the School Counselor / Behavioural or Occupational Therapist, relevant classroom teachers, parents, and the student (where age-appropriate), focused on social-emotional, behavioural, or developmental goals that do not require academic curriculum modifications.

• The ISP addresses individual needs across social, emotional, behavioural, communication, and well-being domains.
• It records only what is additional to, or different from, the universal social-emotional support provided to all students at Tier 1.
• All ISPs contain designated review dates and are updated to reflect progress, continuation, or conclusion of support.
• If a newly enrolled student arrives with an existing support plan from a previous school, Amman Academy will ensure continuity of their programme and develop a new ISP based on current need.
• For students whose needs evolve to include academic impact, the SST will review whether the ISP should be supplemented by or transitioned into an IEP.
• ISPs remain confidential and are shared only with staff who have a direct professional responsibility for the student.

5.2.5 Curriculum Access and Inclusive Practices:  In alignment with CIS Standards C4 and D4, and IB Standards for all three programmes:

• The curriculum at Amman Academy is sequenced in a way that promotes student access and progression, articulated both horizontally and vertically to enhance continuity and links across different sections of the school.
• All PYP, MYP, and DP programmes are implemented equitably across all year levels. The school monitors and evaluates its efforts to provide equal opportunities across all programmes.
• Students experiencing difficulty accessing the curriculum are supported by suitably qualified personnel, including SEN Teachers, Learning Support staff, Occupational Therapists, and Behavioural Therapists, who use inclusive practices to remove learning barriers.
• Students working well beyond curriculum requirements are challenged as part of an ongoing process of enhancing learning for all.
• Universal Design for Learning (UDL) is embedded in lesson planning to ensure flexibility and accessibility for all learners from the outset.
• For MYP Year 10 students, the school registers all eligible students for IB-validated moderation of the personal project (IB Standard 0201-01-0223).

5.2.6   Social, Emotional, and Physical Well-Being:  In alignment with IB Standard 0202-03-0200, Amman Academy demonstrates in its systems, processes, and policies explicit attention to the social, emotional, and physical well-being of both students and staff.

• The school’s MTSS framework includes a dedicated social-emotional learning strand at all tiers, from whole-school SEL at Tier 1 through to individual counseling at Tier 3.
• Restorative practices are used to address conflict and maintain a safe, inclusive school environment.
• The school promotes positive mental health and well-being through the IB Learner Profile, counseling services, and a school culture of belonging.
• Staff well-being is recognised as foundational to inclusive practice. The school invests in professional development, coaching, and a collaborative work environment.

5.2.7   National Regulatory Compliance:  As an SPK school operating under Indonesian law, Amman Academy fulfils the following national obligations:

• In accordance with Permendikdasmen No. 6 Tahun 2026 (Articles 2.11.a-b; 2.13), the school strengthens school management processes for the early detection of students with special needs and ensures that Standard Operating Procedures (SOPs) for student support are documented, implemented, and reviewed. These SOPs are referenced in the MTSS Manual.
• In accordance with Undang-Undang No. 20 Tahun 2003 on the National Education System, the school upholds its obligations to provide inclusive, non-discriminatory education.
• In accordance with Undang-Undang No. 8 Tahun 2016 on Persons with Disabilities and PP No. 13 Tahun 2020, the school ensures that appropriate accommodations and supports are provided for students with disabilities.

5.2.8   Confidentiality:  All personally identifiable information relating to students’ learning needs, assessments, diagnoses, and support plans is treated with the highest degree of confidentiality, in accordance with Indonesian data protection obligations and IB requirements.

• Access to student records (IEPs, ISPs, referral forms, diagnostic reports) is restricted to those with a direct professional responsibility for the student.
• Information about a student may only be shared with external bodies (e.g., external therapists, new schools) with written consent from the parent or guardian (email is sufficient).
• All formal and informal discussions between parties regarding a student’s needs must be conducted with a clear professional purpose.
• Records are stored securely within the SST’s confidential filing system with restricted access.

5.2.9   Staff Professional Development:  The school recognises that the capacity of its staff is the most important factor in achieving genuine inclusion.

• All staff receive regular training in inclusive practices, UDL, differentiation, and supporting diverse learners.
• Professional development on inclusion is embedded in the annual school calendar and aligns with the AA strategic goal of becoming a fully inclusive institution.
• The SST coordinates ongoing coaching and mentoring for classroom teachers, particularly regarding MTSS implementation, IEP strategies, and early identification.

5.2.10   Resources and Facilities:  In alignment with IB Standard 0202-02-0300:

• Amman Academy provides the staff, facilities, and resources outlined in this inclusion policy to support its implementation effectively.
• Resources include: specialist SST staff (SST Coordinator, SEN Teachers, Counselors, Occupational Therapist, Behavioral Therapist, Learning Support, Shadow Teachers); dedicated learning support spaces; access to external specialist services; and inclusion-related instructional materials and technology.
• The school continuously reviews and upgrades its human and physical resources as part of its ongoing inclusion improvement journey.

5.3   Monitoring, Review, and Compliance:  This policy is reviewed annually by the Head of School and SST Coordinator, in consultation with relevant stakeholders. Progress toward inclusion goals is monitored through universal screening data, IEP review outcomes, SST team reflections, and the annual CIS/IB school audit cycle. Non-compliance with this policy will be investigated and addressed through the school’s standard procedures. Any concern raised will be handled fairly, discreetly, and in accordance with the rights of all parties. The school reports on inclusion practices to the board, IB, and CIS as required, and documents evidence of compliance with all regulatory and standards frameworks listed in Section 2.

6.  ROLES & RESPONSIBILITIES

7.  EXCEPTIONS & WAIVERS

Authority to grant exceptions:  Head of School holds final authority on admission and enrollment decisions involving students with significant needs, including any decision to decline enrolment where the school cannot meet a student’s needs without compromising the student’s best interests.

Process:  Admission, transition, or continuation decisions affecting students with identified learning needs follow the structured intake and SST review process. Decisions are documented in writing and shared transparently with the family in accordance with the Admissions Policy.

Documentation:  All decisions affecting access, IEPs, ISPs, and exam accommodations are logged in the SST’s confidential filing system. IB exam accommodations require formal IB approval prior to assessment.

8. RELATED DOCUMENTS

• Refer to the AA MTSS Manual 2025-2026 for operational procedures for Tier 1, 2, and 3 support; IEP and ISP processes; referral workflows; and SST roles.
• Refer to the AA Admissions Policy, which governs enrolment decisions including students with learning needs.
• Refer to the IB Access and Inclusion Policy (2022), which provides the IB framework for exam accommodations and inclusive access arrangements.
• Refer to the IB Learning Diversity and Inclusion in IB Programmes (2016), the foundational IB guidance on inclusion philosophy and practice.