We are sharing stories about how to reimagine inclusion with CIS International Accreditation.

Our earlier blog by Mary Powell shared how the CIS International Accreditation Protocol for Developing Socially Responsible Learning Communities strategically supports inclusive education. 

Now hear from Lauren Jones, CIS Affiliated Consultant, as she shares practical steps schools can take to build inclusive learning communities. 

“Inclusive education is a central pillar of international education.”

Inclusion is no longer one more thing to aspire to, another box to check. It is WHO we are and WHAT we do.

With that said, you cannot build systems on a broken culture. Before you begin implementing practical strategies, it is imperative that your community understands and believes that “this is who we are.” That work is slower, personal, and relational. It requires unpacking the beliefs and fears that may be hindering progress in developing an inclusive culture of belonging. 

This blog aims to share practical strategies, but it is of utmost importance that you prioritize a foundational culture and do the work that comes with that before approaching training, systems development, and other changes necessary to develop a truly inclusive school community.

Questions and strategies for designing a learning ecosystem that meets the needs of all students:

1. To know where we are going, we have to know where we are starting.

As schools look to design learning systems to meet the needs of all learners, they must start by considering whose needs are currently met and whose are not. Establishing this can help you better understand practical next steps. For example, you may wish to use an Inclusion Readiness Assessment (from Lauren Jones Consulting)

Reflection questions:

• Whose needs are met at our school?
• Whose needs are not yet met at our school?
• What can bridge this gap? 

2. Who are our students, and how can they thrive?

Taking the time to know who our students are, what their unique strengths and areas of growth are, and how we can best design our learning to help them thrive is a central pillar of designing learning systems that meet the needs of all learners. After all, we must reflect and ask ourselves, are we teaching standards, or children? Delivering content that students cannot access is not effectively educating the children we serve. Great inclusive schools ensure that students are seen, known, and served according to their unique gifts and needs. 

Information gathering in admissions and throughout the year. 

• Admissions Considerations (from Lauren Jones Consulting)
• What motivates our students? Reinforcement Survey (use AI to modify as needed)
• Student Interest and Learning Surveys 
• Strengths and Difficulties Survey (SDQ)

3. Are students growing? How do we know?

Collecting both qualitative and quantitative data to inform our instruction is a central part of answering this question. Without teacher observation, research-based universal screeners and progress monitoring, and student and parent feedback, and classwork, we cannot triangulate data to determine a student’s growth. You might consider Multi-Tiered Systems of Support (MTSS).

• Template Checklist to Move Students Between Tiers from Lauren Jones Consulting
• What I Need Now: Dedicated intervention/enrichment blocks for all students.
• Data-based decision making from the MTSS Center

4. Removing barriers for all.

Great inclusive schools focus on removing barriers and expanding access for every learner. We don’t have to do this individually; we can design learning for all students this way. LeeAnn Jung recently shared a great example of this, as she talked about building design.

She shared that buildings can be renovated to provide more access for disabled and neurodivergent people, but it’s even better if buildings are designed that way from the start. The same is true of our classrooms. Designing learning from the start that removes barriers meets more of our students' needs, even unknowingly. Explore Universal Design for Learning (UDL):

• UDL Implementation rubric (from Novak Education)
• Assessments (from Novak Education)

You don’t have to do everything at once. Inclusive schools are built sustainably—step by step—by gathering feedback from staff and students, adapting to contextual needs, and steadily moving forward.

The process will look different in each school, but as CIS schools, we hold a shared conviction: inclusive schools are stronger, more effective, and ultimately better for all. They reflect the diversity of our societies and are essential in preparing the global citizens we want our students to become.

Learn more about:

• CIS Pedagogy Playbook
• Socially Responsible Leadership
• CIS International Accreditation
• CIS Affiliated Consultants

Three key questions that this blog addresses:

• How can international schools design inclusive learning systems that support diverse and neurodivergent learners?
• What practical strategies help schools build inclusive school cultures and learning environments for all students?
• How can schools remove learning barriers and use Universal Design for Learning to improve access and student growth?