Inclusion at IGBIS supports cognitive, social, emotional, language and physical development and involves all students, teachers, families and the wider community. We adhere to the IBO guidelines for Learning and Diversity and to their principles of good practice; valuing prior knowledge, scaffolding, extending learning, and affirming identity and building self-esteem.

One of the strengths of the IGBIS community is our inclusive learning environment. We recognise and value the diversity of our students. Our students come from diverse cultural, linguistic and religious backgrounds along with varying abilities, interests and needs. Educational research has consistently shown that classes containing students with different backgrounds and diverse learning needs benefits all students (Linchevski & Kutscher, 1998; Szumski et al. 2017; Valiandes, 2015).

While all teachers adhere to collaborative and inclusive practices in the classroom, we provide additional support to the teachers and students as needed. Our teachers, administrators and learning support specialists work together to support all students and enrich learning in the classroom. Our model is flexible and based on the context of the student and the classroom. Inclusion is purposeful, planned and supported, and is in line with recent research.

Difference and diversity are central components of the school population. During the admissions process, we strive to understand the needs of the student and families to ascertain whether meaningful and equitable access to the curriculum can be provided within the available school resources. Our commitment is that each student receives access to learning in order to meet their own potential. Every child who joins IGBIS is appreciated, welcomed and included.