弘科未来小学部丨PYP全纳政策

在中山市弘科未来小学部：

At Ardingly College zhongshan：

• 不论种姓、信仰、性别或经济背景如何，所有⼉童都应有平等的机会⼊学我们的学校 ,包括学习方式不同的⼉童。

  All children should have equal opportunities to enroll in our school regardless of caste, belief, gender or economic background, including children with different learning styles.

• 我们严格遵循《中华人民共和国义务教育法》强调公平、均衡、质量，保障适龄儿童、少年接受义务教育的权利。

  We strictly abide by the “Compulsory Education Law of the People's Republic of China”, which emphasizes fairness, balance, and quality, and safeguards the right of school-age children and adolescents to receive compulsory education.

• 学校建筑结构存在限制，限制了学校能够服务的残障范围。

  The school's architectural structure has limitations, which restrict the range of disabilities that the school can serve.

• 我们重视个体并赞扬他们的成就。我们确保建⽴政策和制度以促进包容性的供给和实践。

  We value individuals and praise their achievements. We ensure that policies and systems are established to promote inclusive provision and practice.

• 我们会尽最大的资源和能力识别并响应个体的学习需求，并致力将所有学生尽可能地融⼊主流教室。

  We will do our best with our resources and capabilities to identify and respond to individual learning needs, and strive to integrate all students into mainstream classrooms as much as possible.

• 我们会识别并克服群体和个体的学习障碍。

  We will identify and overcome group and individual learning barriers.

• 我们为所有学生设定适当的学习挑战。

  We set appropriate learning challenges for all students.

• 我们确保明确识别、评估和提供IB学生的特殊需求。

  We ensure that the special needs of IB students are clearly identified, assessed and addressed.

• 教职员⼯继续对班级中所有学生的学习负责，并保持着高期待，确保—个包容和尊重的氛围。

  Staff continue to be responsible for the learning of all students in the class and maintain high expectations to ensure an inclusive and respectful atmosphere.

• 我们鼓励所有教师进行合作规划和教学，为所有学生服务。

  We encourage all teachers to engage in collaborative planning and teaching to serve all students.

• 我们将分配资源，以帮助学⽣获取课程的所有要素。

  We will allocate resources to help students access all elements of the curriculum.

• 每位教育⼯作者都是所有学生的教育者。鉴于每个孩⼦的学习方式不同，学习进度也不同，教师经过培训，能够识别、适应和满足这些学习需求。

  Every educator is an educator for all students. Given that each child has different learning styles and progress, teachers are trained to identify, adapt to and meet these learning needs.

• 鼓励教师进⾏个性化/差异化教学，以满⾜和回应个别学生的需求。

  Teachers are encouraged to carry out personalized/differentiated teaching to meet and respond to the needs of individual students.

• 教室内的灵活分组、预先知识评估和形成性评估，以发现学生的优势和重点指导领域，开放式学习活动旨在解决学生的准备程度。

  Flexible grouping in the classroom, pre-knowledge assessment and formative assessment to identify students' strengths and key guidance areas, and open learning activities are designed to address students' readiness.

• 在上课时间，为所有学习者提供⼩组为单位的丰富课程。它提供额外的指导支持和资源，以帮助表现低于或高于年级水平的学生，以获得必要的语言和数学方面的学术技能。

  During class time, enriched courses are provided for all learners in groups. It provides additional instructional support and resources to help students performing below or above grade level acquire necessary academic skills in language and mathematics.

• 学校社区的所有学生都有发言权，并得到倾听，以便他们的意⻅和见解得到考虑。

  All students in the school community have a voice and are listened to, so that their opinions and insights are considered.

• 学校社区的所有学生都培养了IB学习者特征，并发展成为有探究精神、知识渊博、有爱⼼的年轻⼈，他们通过跨⽂化理解和尊重，帮助创造⼀个更美好、更和平的世界。

  All students in the school community develop IB learner profiles and grow into inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect.

• 学校依靠家⻓/监护⼈在⼊学时提供的信息。⼊学时，招生团队、孩子和家长之间会进行入学测试和互动，以确定孩⼦的优势和潜力。这使学校能够确定孩⼦是否需要学习⽀持，并与家⻓讨论，以计划学校和家庭的学习⽀持。

  The school relies on the information provided by parents/guardians at enrollment. At enrollment, there will be entrance tests and interactions between the admission team, the child and parents to determine the child's strengths and potential. This enables the school to determine whether the child needs learning support and discuss with parents to plan learning support for the school and family.

• 特殊教育⼯作者会解决某些学习延迟/障碍，任何超出其专业知识范围的问题都会被推荐给专家。

  Special education workers will address certain learning delays/barriers, and any issues beyond their expertise will be referred to specialists.

• 特殊教育⼯作者观察并参加课堂，以观察学生，以防⽼师提出要求，帮助他们识别和报告问题。

  Special education workers observe and participate in classes to observe students, in case teachers make requests, to help them identify and report problems.

• 特定的支持服务，如语言或物理治疗。

  Specific support services such as language or physical therapy.

• 教育或神经心理学评估。

  Educational or neuropsychological assessments.

• 一对一的人员支持学习。

  One-on-one staff support for learning.

• 如果孩子被认为对自己和/或他人有危险，应采取措施。

  Measures should be taken if a child is considered to be a danger to themselves and/or others.

• 学校会提供部分特殊教育支持，但不一定能够满足所有学生的特殊需求，对存在严重的学习困难如自闭症、严重的视听障碍、唐氏综合症或者其他中度至重度的神经机能障碍等，致使其无法完成基本的学习任务等特殊情况的学生，学校目前无法满足其特殊教育的需求。

  The school will provide some special education support, but it may not be able to meet all students' special needs. For students with special circumstances such as severe learning difficulties like autism, severe visual and auditory impairments, Down syndrome or other moderate to severe neurological dysfunctions, which make them unable to complete basic learning tasks, the school is currently unable to meet their special education needs.

请参阅附件一，了解中山市弘科未来小学部提供的详细学生支援服务。

Please refer to Appendix I for detailed student support services provided by ACZS.

Appendix 1 Student Support Services

在中山市弘科未来小学部，我们认为全纳是⼀种旅程，⽽不是终点。

At ACZS, We believe that inclusion is a journey, not a destination. 

• 访问包容的学习环境

  Access an inclusive learning environment

• 无障碍地学习

  Learn without barriers

• 庆祝他们的个⼈和文化身份

  Celebrate their personal and cultural identities

• 尊重他⼈并分享⾃⼰的观点

  Respect others and share their own views

• 中山市弘科未来小学部协助促进和指导高标准的教学和学习，以提供学习⽀持，并协助该计划的全⾯实施和保密。

  ACZS assists in promoting and guiding high-standard teaching and learning to provide learning support, and assists in the comprehensive implementation and confidentiality of the program.

• 中山市弘科未来小学部将与教学团队合作，为有特殊教育需求的学生提供支持。

  ACZS will cooperate with the teaching team to provide support for students with special educational needs.

• 在可⽤时向教师提供关于特殊教育的培训/⼯作坊的信息。

  Provide teachers with information on special education training/workshops when available.

• 在提供特殊教育需求服务时保持谨慎和保密。

  Maintain caution and confidentiality when providing special educational needs services.

• 所有教师将在可⽤时参加所有必需的培训。

  All teachers will attend all required training when available.

• 所有教师将确定学习者，通知并讨论与中山市弘科未来小学部和协调员的学术计划。

  All teachers will identify learners, inform and discuss academic plans with ACZS and coordinators.

• 所有教师将准确记录学⽣的进步，并与家⻓讨论满⾜个别学⽣需求的策略和干预措施。

  All teachers will accurately record students' progress and discuss strategies and interventions to meet individual students' needs with parents.

• 班主任/学科教师将提供差异化指导和内容，以支持和搭建学生的学习。

  Homeroom teachers/subject teachers will provide differentiated instruction and content to support and scaffold students' learning.

• 班主任/学科教师将对提供特殊教育的需求服务保持谨慎和保密。

  Homeroom teachers/subject teachers will maintain caution and confidentiality when providing special educational needs services.

• 与家长的合作系在⼉童教育中发挥着积极作⽤，使有特殊需求的学生能够发挥他们的潜⼒，并获得最佳的支持方式。

  The partnership with parents plays an active role in children's education, enabling students with special needs to realize their potential and obtain the best support.

• 家⻓在⼊学时将向学校提供有关其孩⼦特殊需求的所有信息和⽂件。

  Parents will provide the school with all information and documents about their children's special needs at enrollment.

• 家⻓将定期与班主任/科⽬教师见面，并确保孩⼦能参加丰富课程和其他特殊课程。

  Parents will meet regularly with homeroom teachers/subject teachers and ensure that their children can participate in enriched courses and other special courses.

如果学生需要教学和学习程序提供的额外支持，或者需要为正在经历学术和/或社会和情感挑战的学生提供支持服务，而这些挑战无法通过脚手架、扩展学习或轻微的课堂调整来缓解，学校将通过既定程序来促进。

If students need additional support from teaching and learning procedures, or need support services for students experiencing academic and/or social and emotional challenges that cannot be alleviated through scaffolding, extended learning or minor classroom adjustments, the school will proceed through established procedures. 

详情请参看附件二。

Please refer to Appendix II for details.

Appendix 2 Case Referral Flow chart 

评估政策承认数据对于了解学生和个性化他们的学术课程至关重要，与全纳政策密切相关。教师使用评估来达到各种目的，包括：了解学生的思维和处理方式，诊断学生的需求，检查技能和概念的掌握情况，指导教学，差异化教学，反思教学的有效性，提供相互反馈的机会，以及培养学生的自我效能感。评估的每个目的都是通过全纳的视角来看待的，这样每个学生都可以以适应他/她的需求和能力的方式展示思维。教师团队定期开会，设计和实施适当的评估，并审查学生数据，以计划适当的教学，以满足不同的学生需求。

The assessment policy recognizes that data is crucial for understanding students and personalizing their academic courses, and is closely related to the inclusion policy. Teachers use assessments for various purposes, including: understanding students' thinking and processing methods, diagnosing students' needs, checking mastery of skills and concepts, guiding teaching, differentiating teaching, reflecting on the effectiveness of teaching, providing opportunities for mutual feedback, and cultivating students' self-efficacy. Each purpose of assessment is viewed through an inclusive lens, so that each student can demonstrate thinking in a way that adapts to his/her needs and abilities. Teacher teams meet regularly to design and implement appropriate assessments, and review student data to plan appropriate teaching to meet different student needs.

学术诚信政策承认知识可以通过多种方式获得，与全纳政策相关。教师使用适合学生发展的策略和期望来支持学生对知识产权重要性的理解。政策中提供了范围和顺序，使所有学生都能成功地发展原创思想。

The academic integrity policy recognizes that knowledge can be acquired in multiple ways, and is related to the inclusion policy. Teachers use developmentally appropriate strategies and expectations to support students' understanding of the importance of intellectual property. Scopes and sequences are provided in the policy to enable all students to successfully develop original ideas.

本政策文件将不断受到监控，特别是如果有不同需求的儿童加入学校。当项目协调员认为必要时，将对其进行审查，但肯定不会晚于发布之日起5年。项目协调员将通过计划会议、课堂访问和评估确保其执行。所有利益相关者都会分享该文件。

This policy document will be continuously monitored, especially if children with different needs join the school. It will be reviewed when the program coordinator deems it necessary, but certainly not later than 5 years from the date of publication. The program coordinator will ensure its implementation through planning meetings, classroom visits and assessments. This document will be shared with all stakeholders.

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