By Sirinna Ruayrinsaowarot
As neurodivergence is becoming more common and accepted in the general public, schools are adding “inclusivity” into their mission and vision statements. There are more conversations surrounding the idea of accepting and celebrating children with different learning needs. This is progressive and aspirational, but if not implemented appropriately, it risks becoming little more than a marketing ploy. For a mainstream school such as KIS, the question remains: To what extent can we accommodate individual needs while still maintaining the quality of education and care?
I’ve been reflecting on what it means to be inclusive, both in school settings and at the societal level. Schools and societies are examples of systems we live within every day. For centuries, people were born into these systems, lived through them, and passed them on unchanged. But perhaps that’s not how it should be. Instead of trying to fit individuals into the system, maybe we should be evolving the system to meet diverse and changing needs. This shift in mindset allows us to remain flexible and ready to adapt.
In conversations with other educators, I’ve noticed a recurring pattern: creating exceptions for students who fall outside the norm. Over time, these exceptions turn into new sets of “rules” that branch off from the original system. This habit keeps us trapped in old ways of thinking, unable to fully become the inclusive communities we aspire to be.
True inclusivity is not simply about revising policy documents or creating new specialized programs. It is about a persistent willingness and the ability to find alternatives that work while keeping the student at the center. KISpire team at KIS International School keeps students and families at the center of our conversations, designing individualized plans that work for them. Whether that means bringing in specialists or providing an alternative curriculum, we strive to ensure every student has a pathway here at KIS. This tireless, creative, and flexible mindset enables us to truly embrace differences and ensure everyone is included.
Some examples of what the KISpire team implemented are as follows:
Programs for Targeted Group of High Achievers
- Math Enhancement for G.6-8 students over 95th percentile on MAP Math
- Novus Expedition for G4-6 students over 95th percentile on MAP Math and English
Specialists for Targeted Students with Non-academic Difficulty
- Occupational therapy
- Physical therapy
- Speech and language therapy
- Individual and family counseling
- Behavior Interventions
- Health & wellness training
Assessments & Interventions for Targeted Students with Academic Difficulty
- Comprehensive educational assessments (cognitive profile, achievement profile, behavior and adaptive skills, etc.)
- Dyslexia support
- EAL/ESL support
Individualized Pathway
- Personalized language program
- Alternative accredited online course
- Asynchronous schedule to accommodate other demands
- Full-time Physiotherapist enabling a student in wheelchair to participate fully in school
Through these initiatives, students who might traditionally be excluded or asked to leave have been able to remain and thrive at KIS, continuing their educational journey despite their difficulties and challenges. High-achieving learners are challenged through enhancement programs, while students with learning differences receive tailored support. The KISpire team currently supports over 80 students across Grades 1 – 11. The team aspires to reach further into our community and beyond. What we do for each student may change, but our intention to put the child and family at the center of our inclusivity conversation will always remain the same. True inclusion is achieved not by one-size-fits-all programs, but by shaping education around the uniqueness of every learner.