Inclusion Policy

//Inclusion Policy
Inclusion Policy 2024-05-19T17:08:47+00:00

TreeHouse International School is aiming for an Education that emphasizes and considers the diverse needs of its students based on different experiences, interests as well as characters. It is important to our school that the daily learning process is understood as a shared classroom experience at which all students are equal. THIS admits students whose academic, personal, social and emotional needs can be met by the school’s programs and services, and who can be integrated into mainstream classroom subject to availability at the time of admission.

Our inclusion process aims to identify and remove barriers for learning experiences. To enable engagement for all our learners and to create a meaningful/respectful learning environment. Our inclusive learning environment is one that:

  • Provides various support opportunities to all students
  • Ensures all students have an equal opportunity to attend our school
  • Provides help within our capabilities in case of need
  • Makes sure no one will be different any less favorably for any reason whatsoever.
  • Encourages all learners to be active members of a positive school experience within our school community
  • Demonstrate open-mindness and mutual respect in our learning and teaching processes
  • Clarifies responsibilities and lines of communication
  • Promotes a culture of collaboration, sharing different ideas/perspectives, mutual respect, problem solving, and reflection.
  • Ensures policies and systems to enable inclusive provision and practices
  • Identifies learning barriers and makes the necessary efforts to overcome them
  • Encourages collaboration and sharing of different ideas and perspectives
  • Identifies learning needs & builds individual support programs for High/Low Achiever as well as English for Non Speakers
  • Teacher meetings/trainings in order to help teachers to understand the importance of sensitivity (e.g. “disturbing” a lesson might be disrespectful and yet a sign of help needed by an over- or underwhelmed student).



Strengthen the school’s High/ Low Achiever as well as English for Non Speakers programs:

Students  of all ages/needs are supported by a strong professional team

Providing all students access to the curriculum is a primary responsibility of all THIS teachers.

At a foundational level, all teachers offer differentiated instruction, taking into account students’ individual learning styles, strengths and weaknesses.

Student support might be given as follow:

– Parents/ students meetings

– In-class support

– Small group instructions

– Individualized instruction support

– Specialized services offered off-campus


High achieving students

Are offered a variety of opportunities, programs and extracurricular activities  e.g. joining Math accelerated classes, ongoing high level projects or college level classes etc.


Certain concern by high achieving students have to be raised and considered:

Some high achieving students might be high achievers in certain areas but “neglecting” other academic areas e.g. a high achieving Math student might need more time for LA (handwriting, reading, essays etc.)

With pride we would like to say that our team always worked and managed so far, to establish a trustful teacher/student/parent relationship which enabled us to “recognize” the fine line overwhelming or under-challenging a student.



Low achieving students  (Special teaching program/ SPT) :

Our school provides Special Teaching (SPT) Services for students with academic, behavioral or social-emotional challenges. Our SPT staff provides a selection of strategies and practices in order to involve all our students in learning procedures. Our program includes assistance in various academic subjects and recognizing/overcoming English language barriers.


Should a concern been given  regarding a student’s physical and/or language development, social behavior and/ or academic performance. The matter will be discussed by parents, students, teachers, school counselor and principal.

Different assessments might be needed and handled by different specialist  e.g. Speech and  Language pathologist,  psychologist, doctors, Special Need Assessment etc.

Results of assessments will be discussed by parents, student, teacher, principal etc.

Strategies and Action Plan (“Road map”)  will be worked out by parents, teachers, principal and specialist (e.g. Special teaching in small groups or individual few times a day/week etc.)

Progress monitoring – teacher, students and parents will adjust the instructional methods until the needs of the students are met.

Review of students work may include:

  • Academic subject/topics that need to be reviewed
  • Information about findings of observation including inquiry-based learning barrier
  • Recommendation of reading/writing material or learning methods in case of language barrier
  • Possible ways to respond to students needs
  • Allocated time for individual teaching or recommendation for academic help with a teaching assistant
  • Recommendation for technological assistant tools (e.g. translator) to assist understanding of learned material
  • Behavioral observation and recommendation for acts to encourage well-being by our team.


Support for non-English speaking students:

Non-English speaking learners are integrated into mainstream classes involving English content curriculum.  As the students first language is not English a variety of learning support is needed.

This support is part of TreeHouse daily instructional program (possible individual as well as small group learning).

Progress monitoring is used to  adjust the instructional methods until the needs of the students are met.


University & Careers Counseling

The responsivity of our students future is taken seriously by each TreeHouse teacher. A strong and experienced team is assisting our High School  students with their College/University guidance/counseling.

Our goal is to help each student to find the pathway that fits best to their abilities and passion, whether a THIS student is planning to go to university, a gap year, military service or other options.  Each Upper School student is provided with the needed information, support, advice and assistance throughout their High School years.

So far all our high school graduates got accepted to the College/ University of their choices.


Access arrangements for students in the DP

Within our IB Diploma Programme, our school advances teaching/learning to ensure that all students are able to demonstrate their abilities under assessment conditions that are as fair as possible. To prevent any barrier that may affect the student’s ability to demonstrate their level of attainment, access arrangements may be applied in case of need. According to the IB, Inclusive access arrangements may apply in the following cases:

  • long-term learning support requirements
  • temporary medical conditions
  • additional language learning.

In such cases, access arrangements are applied throughout the course of study as well as summative IB assessments. Teachers will be guided to develop plans to meet the access requirements of students for all their work. All access arrangements will be continuously monitored to ensure that they serve as optimal support for students. This may include:

  • Flexibility in duration of examination, course or deadline (e.g. Extra time/Extensions)
  • Alternative venue for examination’
  • Flexibility in presentation of the examination or input (e.g. Access to reading/ modification in presentation)
  • Flexibility in method of response (e.g. Word processor for additional language learners)
  • Use of human assistance (e.g. Teaching assistance)
  • Non-standard flexibility for an individual student (e.g. Access to reasonable adjustment)

Policy Development

This policy was written in alignment with the IBDP Programme standards and practices. The school policies are reviewed annually by the school coordinator, teachers and school administration. Our school policies are available online and are communicated within our community via the processes described

  • School policies are available on the school website at:
  • School policies are also distributed/explained within the school’s Student/Teacher Handbooks
  • The IB coordinator provides documentation to the IB teachers with regard to the latest IB principles and practices.
  • School policies are communicated with parents during Forum/Parents meetings.
  • Information regarding latest school updates will be provided via email/publications within our social media accounts.
  • Students are informed of school policies and procedures throughout the school year.

For more information about the IB standards and procedures please visit the The International Baccalaureate® (IB) official website:


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