The "Geology" of Inclusive Education Policies in the 4900 IB Schools around the world

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   INTRO

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   The "geology" of Inclusion is named in this way as a means to show the symbolic metaphor in the issue discussed, Inclusion: "peaks" of progress in developed countries, "earthquakes" of change in developing countries, "valleys" and the plateau which characterises the status operandi in other cases. In all cases, however, the "soil" shows signs of change, one way or another. 

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   This past year 2018, the IB celebrated its 50 years as a leading educational organisation in the world. The estimation is that there are 4900 officially recognised and accredited Schools. In my view, in an immensely globalised world, with a vast increase in mobilisation, especially after 2000, with international professionals, CEOs, diplomats moving with their families, there will be more and more IB schools opening in order to cater for this increased need. An example which is especially illustrative of this, is Frankfurt, my place of work currently, where the (upcoming) Brexit has created the need for international schools and from 6, some years, there is a need to have 10-15 schools and counting according to a recent article in the Economist, in October 2018. Another notable mention is China: thousands of families desire their children to be IB educated, hence the increase in school numbers, the past years, e.g. after 2000. As Chinese universities is competing with the best ivy league institutions and Chinese companies are taking Europe by storm, we will see more schools opening in the Chinese megacities. 

   In this article, we will present the main national policies in Special Needs, Learning Support and Inclusive Education in geopolitically notable countries of each continent. 

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UNESCO:

 The United Nations Educational Organisation adopted the Salamanca Framework in 1994, in the Salamanca World Conference held in Spain in which it was stated that inclusion should be pursued, EFA (Education for All) Initiatives were established, important concepts and terminology were defined and agreed upon ( because words matter more than actions, in the start of an initiative ). Here, you can access and read all 111 pages of this pioneering text for Special Needs Education: Salamanca Statement and Framework, 1994 https://unesdoc.unesco.org/ark:/48223/pf0000110753 

   Since 1994, many countries have adopted more inclusive policies through the implementation of Projects e.g. the projects in Lesotho for the Orphans of Malealea, the Sports Center for former child soldiers in Liberia, the SOS villages in Morocco, the educational program in Thailand for Children with Hearing Difficulties, the Post War assistance in Bosnia and Herzegovina and the programs in El Salvador, Guatemala, Colombia and many more. 

Here you can access all Projects by continent: http://www.unesco.org/new/en/social-and-human-sciences/themes/fight-against-discrimination/education-of-children-in-need/children-with-special-needs/ 

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European Union: 

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   The collaboration between members states have created the European Agency for Special Needs and Inclusive Education which is accessible here: https://www.european-agency.org/news/inclusive-education-action-online-resource-base-open-call-case-studies 

   The Agency posts case studies, Reports, Policy documents and has a page with Special Needs related events and conferences e.g. the Together! Event on International Perspectives on Inclusive Education, held in Paris, in October 2018.

   Having read many Reports and policy documents published by the Agency, we are always delighted to see that EU is really looking into a more inclusion driven future but we also suggest that more events could be organised and marketed in a better way so that more professionals are informed and participate. 

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The IBO Organisation:

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   The official organisation for the International bac visits, monitors an accredits schools on the basis of inclusion parameters and indicators. After 2015, we have observed an immense change in the publication of documents and case studies published by IBO, not only about Inclusion but also about innovative differentiation strategies like UDL (Universal Design of Learning). Also, IBO has produced three (3) very important documents on Inclusive Education in International Schools and Inclusion Policy but also on accommodations and modifications for IB Learners with additional learning and access assessment requirements. 

   This is particularly hopeful and very promising and we are looking into a brighter future. What is really needed to be adopted-as policy-is a more adequate research on schools that are proactively inclusive and reports summarising on what truly makes a truly inclusive school?

  IBO Inclusion documents are accessible here: https://www.ibo.org/ 

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