Supporting neurodivergent learners of the Middle Years Program in International Baccalaureate schools in British Columbia
Subject
Abstract
International Baccalaureate (IB) schools are well known worldwide for providing students with an academically rigorous program through a model of inquiry-based learning with a focus on international-mindedness. Through the IB framework, students experience a challenging but rewarding education that places an emphasis on personal development and community service. In British Columbia (BC), a number of neurodiverse students attend schools offering the IB program. This study examined how neurodivergent learners of the Middle Years Program (MYP) are being supported in International Baccalaureate Schools in British Columbia. For the purpose of this study, a survey of IB schools in BC offering the MYP was conducted. An online survey was circulated to relevant schools, and the results were analyzed using a thematic analysis approach. Study findings highlighted the flexibility of the IB framework that allows neurodiverse learners to be supported through an inquiry-based approach to learning. The survey results also pointed to areas where further advancements can be made in addressing how modifications to assessment processes, and in the explicit teaching of self-advocacy to students. The study also highlights the need to move towards a clearly defined set of polices at the organizational and school levels.