The Triannual Newsletter
Inclusion at Stonehill
Volume 13, Issue 1, November 2023
- Head of School Message
- Perspectives from the Primary School
- Perspectives from the Secondary School
- Boarding Focus
Head of School Message
Welcome to the first edition of the Stonehill Triannual Newsletter for 2023-2024. In this edition, Principals and teachers in both Primary and Secondary share their thoughts and reflections on ‘Inclusion’ at Stonehill.
‘Inclusion’ has become a very popular objective for international schools around the world in recent years. As the world becomes more interconnected and people become more mobile, the diversity of students applying to schools naturally increases.
‘Inclusion’ has become a very popular objective for international schools around the world in recent years.
As the world becomes more interconnected and people become more mobile, the diversity of students applying to schools naturally increases. Schools, most of which are philosophically committed to meeting the needs of all learners, respond by doing their best to accommodate children with different learning needs, language, and cultural backgrounds, and hopes and dreams for the future. This challenge, however, is not an easy one to address.
At Stonehill, we address the need for inclusion in a number of ways. Primarily, we ensure that we have enough teachers in the Student Support Services department to work with learners struggling to meet the demands of the mainstream curriculum. Additionally, we have opened up as many options and pathways as possible for learners in higher grades to pursue courses of study that they are most excited about and can be most successful in. Teachers are also trained to differentiate instruction in all classes to ensure that students can meet specific learning goals. Finally, there is a huge range of After-School Activities on offer to provide learners with opportunities to follow their passions and interests.
All of these strategies allow our system to be as flexible as possible as our varied group of learners move through the school. It’s also important for us to continue to educate our learners about understanding and respecting the differences that they see in the people around them.
This includes lessons on anti-racism, celebrating diversity, battling against prejudice of all kinds, and exploring various aspects of different cultures around the world.
Perspectives from the Primary School
What Makes a Primary School Inclusive?
We believe inclusive education helps create a just and equitable society by providing a firm foundation for our students’ future development and learning experiences. This is why we create an environment where every student, regardless of their abilities, background, or differences, feels welcome, valued, and are able to thrive.
We recognise the value of diversity and welcome students and staff from various backgrounds, cultures, and abilities. This helps our students learn that the world is made up of people with different experiences and perspectives, fostering empathy and understanding.
We value teacher training, help students and staff to develop cultural sensitivity and ensure our Primary teachers are equipped to adapt their teaching methods and provide the necessary support to all students, irrespective of their abilities or backgrounds. We encourage, and expect staff members to embrace and promote diversity and inclusion.
Inclusion extends to the playground and the broader school community through peer support and collaboration. The Primary students at Stonehill are taught the values of acceptance, kindness, and empathy towards their peers. This fosters a sense of belonging and helps break down stereotypes and prejudices.
We actively involve parents and the community in the educational process. We believe parents are partners in their child's learning journey and that they play a vital role in helping create an inclusive school environment.
We are committed to ensuring that no child is subject to discrimination or bullying. We have well-defined anti-bullying policies and we hold an ‘Anti-Bullying Week’. We do our very best to create a safe and nurturing environment for all our students.
Head of Student Support Services
Inclusion is a fundamental principle that shapes who we are as an international school community. It allows us to create a sense of belonging amongst our students as we strive to ensure all our students have the opportunity to learn and thrive in a supportive environment, regardless of their abilities, backgrounds or identities.
Inclusion is essential to supporting our student’s holistic development, going beyond creating an environment with equal opportunities, mutual respect and understanding to make certain all students feel they belong. As students come to school everyday, it is our responsibility to make sure every student feels that they are walking into a safe and supportive environment where all of their needs are met. It is important that all key stakeholders in our community work together to continue supporting our students in reaching their full potential to ensure an inclusive education for all.
Amanda Dayal
Whole School Head of Student Support Services
PYP Coordinator
Teaching and Learning for Inclusive Education
The International Baccalaureate (IB) emphasises that inclusive education is an ongoing process aimed at fostering equal access and engagement in learning for all students by identifying and eliminating barriers.
Successful inclusion requires a culture of collaboration, mutual respect, support, and problem-solving involving the whole school community. Inclusion is seen as a manifestation of the IB Learner Profile in action and an outcome of vibrant learning communities.
The IB endorses several principles for inclusive education. These include:
- education for all is considered a human right
- education is enhanced by the creation of affirmative, responsive environments that promote a sense of belonging, safety, self-worth and whole growth for every student
- every educator is an educator of all students
- learning is considered from a strength-based perspective
- learning diversity is valued as a rich resource for building inclusive communities
- all learners belong and experience equal opportunities to participate and engage in quality learning
- full potential is unlocked through connecting with, and building on, previous knowledge
- assessment provides all learners with opportunities to demonstrate their learning, which is rewarded and celebrated
- multilingualism is recognised as a fact, a right and a resource
- all students in the school community fully participate in an IB education and are empowered to exercise their rights and accept their responsibilities as citizens
- all students in the school community have a voice and are listened to so that their input and insights are taken into account
- all students in the school community develop the IB Learner Profile attributes and develop into inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect
- diversity is understood to include all members of a community
- all students experience success as a key component of learning
In conclusion, the IB framework for inclusive education underscores a holistic approach to learning that goes beyond mere access, aiming to create environments where every student can thrive.
Emphasising collaboration, respect, and the celebration of diversity, the IB's principles highlight the importance of addressing barriers and leveraging strengths for the benefit of all learners. By nurturing an inclusive culture that values every student's voice, rights, and individual contributions, the IB classroom fosters a community where success is not only measured academically but also through the development of well-rounded, caring individuals who are equipped to contribute positively to a global society based on understanding, empathy, and respect. This commitment to an inclusive education enhances learning experiences and sets the stage for a more equitable and harmonious world.
References:
- Learning Diversity and Inclusion in IB programmes, International Baccalaureate Organization 2016
- The IB guide to inclusive education: a resource for whole school development, International Baccalaureate Organization 2015
- Using Universal Design for Learning (UDL) in the IB classroom, International Baccalaureate Organization 2016
Zita Joyce
PYP Coordinator
Perspectives from the Secondary School
Stonehill prides itself on fostering an inclusive and caring community, in which individuals can feel happy, safe and valued. We provide challenging learning opportunities for all our students, overcoming barriers to learning. Teachers and administration also drive the process of inclusion in a proactive and dynamic way, focusing on learning, curriculum access and solution seeking.
Our ongoing commitment to inclusion requires us to develop a new understanding of the world we live in and how we learn together, utilising our community’s diverse skills and perspectives.
First, we ensure to provide support and guidance based on the individual learning needs of the students. Students with diverse learning profiles have been assigned to a learning support supervisor who helps to support the students’ Individual Learning Plans, while also liaising with subject teachers to support acquisition of subject knowledge.
Stonehill is also fortunate to have a huge population of multilingual learners. Our English B department, which helps students to develop academic English proficiency, is expanding. Teachers provide push-in and pull-out sessions to support students in accessing the specific linguistic demands of their different subjects.
At the DP level, students regularly encounter challenges in managing the rigour of their course components and assessments. As support, the DP students have access to an ATL Coordinator, who individually helps students develop organisational skills and timelines for completing tasks.
Students across grades are also provided opportunities for holistic development beyond academics. As the interests and passions of students vary, a host of opportunities are provided to them.
Students who like to develop their leadership skills are given opportunities to organise and plan events like Mosaic, Science Bowl, MUN, and interschool sports events.
Our House Events have ensured that students participate in diverse activities ranging from Talent Quest, Debates, Shark Tank, and Invasion Games, to name just a few.
Our Sports enthusiasts have many tournaments to showcase their athletic skills. BAASC and ISACI basketball and football teams are up in action, and our community has enjoyed supporting our players. Inter and intra-sports tournaments have also been enjoyed by participants.
Back in the classroom, teachers adapt different strategies, such as visual thinking routines and online tools, to better engage students, and several teachers have led helpful workshops after completing Harvard University’s “Project Zero” Visible Thinking Course.
At Stonehill we try our best to ensure that we are able to meet the learning needs of all our students.
Manpreet Kaur
Secondary School Principal
Secondary Focus
Inclusion in the Middle Years Programme
Bradley and Fischer (1995) had rightly pointed out that there is no typical middle school student because they are by nature so diverse and therefore it is at this level that the inclusion process can be most successful.
In the Middle Years Programme (MYP) at Stonehill, we believe that the purpose of educating our students should be based on their individual needs. This is effectively implemented by focusing on emotional, cognitive, and affective goals to ensure our students feel secure and supported.
The English as an Additional Language (EAL) department in the MYP focuses on positive reinforcement to help the students make connections within their lessons and adapt to using English as the medium of instruction.
World-class Instructional Design and Assessment (WIDA) and Measures of Academic Progress (MAP) tests conducted help identify specific areas that can be improved. Using the push-in and pull-out method of collaborative teaching, our EAL students benefit from language assistance. This helps the students feel inclusive in their mainstream classrooms where they are gradually made independent to be able to function with minimum assistance.
Our Learning Support department incorporates strategies and values necessary to provide effective education to students who require learning support. The teachers in the mainstream classes adopt different styles of learning using the inputs of the Learning Support team. It's important that students with learning needs are provided with experiences that do not make them feel left out.
Pastoral care and counselling for personal, social and emotional development go hand in hand in driving an inclusive environment within the student community. Effective pastoral care promotes inclusivity and cultivates an atmosphere where students not only grow academically but also demonstrate the development of character and crucial social skills essential for their future lives. Our Pastoral Care Head, along with PSD counsellors focus on physical, emotional and social welfare of the students through individualised interactions, interventions and resolutions.
The Middle Years Programme at Stonehill provides opportunities to students with different backgrounds and needs to learn and grow as a community, to the benefit of all.
Saba Husain
MYP Coordinator
Inclusivity in the Diploma Programme
The concept of equity can best be described by an image I recall seeing a few years ago.
Three people are trying to look over a wall. The first is tall and can see with no help.
The second is shorter and requires a box to stand on in order to achieve the same outcome as person number one. The final person is a lot shorter and requires two boxes. The result? All three people can now see over the wall.
Stonehill strives for inclusivity and equity amongst all our learners. We are not all the same, but we should all be included in all learning experiences. Sometimes this means adapting the resources, lessons, and teaching styles to cater to all learners. Sometimes this means making physical changes to the environment or giving additional support through EAL classes or by having a learning support teacher to assist. A student should never feel that a learning experience is not for them.
An inclusive learning environment will ensure that all learners can see over that wall, and if they want to climb over it, they can.
Boarding Focus
Inclusion at Boarding
Inclusion is not merely a word; it embodies the fundamental value that defines the identity of our school. As we endeavour to establish a welcoming and nurturing environment for all, we are thrilled to share the latest developments and initiatives in our ongoing journey towards fostering inclusion at Stonehill Boarding.
At Stonehill, we firmly believe that diversity is a strength to be celebrated. Our student body comprises individuals from diverse backgrounds, cultures, and experiences, and we deeply value each person's unique contributions to our community.
Throughout the year, we organise events and activities that showcase and honour the varied cultures and traditions within our school. These range from food fairs to cultural festivals, broadening our horizons and deepening our appreciation of our global community.
We actively involve our students in initiatives that promote social responsibility. From volunteering in local communities to participating in service projects, our students learn the significance of giving back and making a positive impact on the world. These experiences not only build character but also foster a sense of inclusion on a broader scale.
Inclusivity transcends cultural boundaries. Our recurring boarding community events, like the annual boarding talent show and sporting events, unite students of all skill levels, fostering collaboration and igniting new friendships, encouraging them to step out of their comfort zones.
Inclusion is not just a goal; it's a way of life at Stonehill Boarding. Our commitment to diversity and inclusion enriches the experiences of all members of our community and equips our students to thrive in an increasingly interconnected and diverse world.
We eagerly anticipate the future, continuing to learn, grow, and embrace the strength derived from our diverse community. Together, we can make Stonehill Boarding a place where every student can broaden their horizons and truly feel they belong.
Glen Johnson
Head of Boarding
Single Hero Image interior pages
