Dover School Inclusion Procedures

Updated: April 1, 2021

Last Reviewed: April 1, 2021

PYP Standard C3: Teaching and Learning (0301-02)

Students attending Dover School come from a wide range of backgrounds with differing interests, abilities and cultures. It is our belief that we should facilitate helping each student reach his or her potential. As an IB World School, our goal is to develop appropriate levels of skills, responsibility and independence in academics and the social and emotional lives for each and every student. This set of procedures addresses the ways in which we meet the needs of our students.


What is Inclusion?

Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers to learning. It involves change and is facilitated in a culture of collaboration, mutual respect, support and problem solving and, according to the IB, it’s a “whole-school educational approach to which all schools should aspire.” (August 26, 2016 in Classroom culture, Student success)


School Philosophy

The Dover School provides a strong, community-centered foundation for becoming active, compassionate lifelong learners. Our program encourages students to become inquiring, knowledgeable and caring people who help to create a better and more peaceful world through intercultural understanding and respect. Our aim is to develop internationally minded students through challenging and rigorous academic programs.


Title 16: Vermont Education Law

Title 16: Education provides that the right to public education is integral to Vermont's constitutional form of government and its guarantees of political and civil rights. Further, the right to education is fundamental for the success of Vermont's children in a rapidly-changing society and global marketplace as well as for the State's own economic and social prosperity.


Determining Levels of Support

To provide access to the IB PYP at Dover School, we apply varied approaches and support systems to address individual student needs and varied learning styles. We believe the education of a child is a partnership between the student, teachers and parents (guardians).

  • Dover School established a preschool program for three and four years olds. As part of the program, early identification of special needs is available.
  • English Language Learners (ELL) services are employed for non-English speaking students
  • Federally mandated and local assessments are given on a predetermined schedule (see Dover School Assessment Practices) in order to evaluate student progress and identify interventions needed.
  • Differentiation of lessons is an intrinsic part of classroom instruction.
  • Classroom teachers and families may make requests for academic and or emotional evaluation.
  • The Dover School Multi-Tier System of Support (MTSS) team evaluates and makes program recommendations ranging from classroom accommodations, 504 Plans, and special education referrals.
  • The school district provides interventionists with specialized training to deliver services in Math and Language Arts.
  • Speech and Language services are available.
  • Physical and Occupational therapy are available.
  • Counseling services are available.
  • A social skills program is used throughout the school.
  • Educational Equity: all proposed solutions enabling student access to school programs should support equitable outcomes and learning opportunities for all of Vermont’s students.
  • The IB PYP Approaches to Learning are utilized to enable students to access equitable education at their individual level.
  • For any disabilities not previously mentioned within this procedure the State of Vermont has a specific policy:
    • Section 504 of the Rehabilitation Act of 1973 (hereinafter “Section 504”) is a federal civil rights statute prohibiting discrimination on the basis of disability. It specifically prohibits discrimination against students with disabilities and guarantees them a free and appropriate public education (FAPE). Every entity, including public and independent schools, that receives federal funding, directly or indirectly is subject to the requirements of Section 504. There is no federal or state funding provided to assist schools in complying with Section 504; all costs are the obligation of the general school district or independent school budget.


On Going Review

The Inclusion Procedure will be reviewed regularly to ensure that the policy meets the needs of the students and the school. Glossary International mindedness - understanding, respecting and valuing different cultures, embracing diversity and knowing that different perspectives have a great deal to offer (Carolyn Savage, experienced educator, global citizen and mindfulness advocate.) Educational equity - each and every student receives the resources and educational opportunities they need to learn and thrive. (Vermont Principals Association, January, 2018)