In alignment with the International Baccalaureate programme, Le Jardin Academy is an inclusive environment that aims to increase educational access and engagement, by identifying and removing barriers. We believe in creating a culture of inquiry, collaboration, mutual respect, support, and problem-solving. We believe that all students have a right to holistic and inclusive education in a caring and stimulating environment.
All enrolled students are given the opportunity to participate in the PYP, MYP and DP curriculum to the best of their abilities, through inclusive classroom environments. Classroom inclusion practices may include (but are not limited to): differentiation (of the content, process, and/or product), classroom adjustments (seating, partnering, participation requirements), and compensatory strategies for learning such as assistive technology, peer tutoring, and assisted study halls.
Learning Support Program
The learning support program at Le Jardin Academy has been developed to support students with mild to moderate disabilities. A student is referred to the learning support program if he or she demonstrates a need which may require provisions to be made for him or her. These include a diagnosed learning disability or behavioral disorder (See Appendix B: Students with official documentation of disability), or a consistent weakness or frustration in specific academic and/or behavioral area(s) over time (Appendix C: Referral process) Le Jardin does not provide personal aides, physical therapy, occupational or speech therapy services, self-contained special education classrooms, or remediated instruction. Enrollment or participation in the learning support program does not guarantee a student’s academic success.
Individualized therapies, educational or psychological testing or remedial tutoring from outside providers are the financial responsibility of parents or guardians. The school may recommend these extensive supports in some cases, however, they are at the discretion of parents and guardians.
Inclusive Admissions Policy
Le Jardin operates within our State and Federal law to follow the Americans with Disabilities Act (See Legal Responsibility). Le Jardin Academy accepts students with mild to moderate learning disabilities when placement is available in the learning support program at the grade level applied for.
As a private school in the United States, Le Jardin Academy is governed by the Americans with Disabilities Act. The ADA is a comprehensive civil rights act that was adopted to protect the rights of individuals with disabilities. Title III of the ADA prohibits discrimination on the basis of disability in places of public accommodation and requires reasonable modifications in policies, practices, and procedures to ensure individuals with disabilities can access the services provided by a place of public accommodation. For further information on the ADA, please refer to Appendix A.
Confidentiality is upheld for all students with learning disabilities. In order to create a learning support plan, parents are first asked to sign the LSP Agreement (Appendix C) and consent form to release information from outside professionals to the school (Appendix D). Student files are kept secure with the Learning Support Department. The school may not disclose information from a student’s file to other schools or outside entities without parents’ consent.
APPENDIX A: Relevant portions from the Americans with Disabilities Act (ADA)
Pertinent Terminology used in the ADA
Disability is defined as:
- a physical or mental impairment that substantially limits one or more major life activities of such individual
- a record of such an impairment
- being regarded as having such an impairment.
Major life activities: Include, but are not limited to learning, reading, concentrating, thinking, communicating, and working. The determination of whether an impairment substantially limits a major life activity shall be made without regard to the ameliorative effects of mitigating measures such as:
- medication, medical supplies, equipment, or appliances, low-vision devices (which do not include ordinary eyeglasses or contact lenses), prosthetics including limbs and devices, hearing aids and cochlear implants or other implantable hearing devices, mobility devices, or oxygen therapy equipment and supplies
- use of assistive technology
- reasonable accommodations or auxiliary aids or services
- learned behavioral or adaptive neurological modifications
A place of public accommodation is defined as: a “facility, operated by a private entity, whose operations affect commerce and fall within at least one of the following categories . . . a nursery, elementary, secondary, undergraduate, or postgraduate private school, or other place of education.”
Auxiliary aids and services are defined as:
- qualified interpreters or other effective methods of making aurally delivered materials available to individuals with hearing impairments
- qualified readers, taped texts, or other effective methods of making visually delivered materials available to individuals with visual impairments
- acquisition or modification of equipment or devices
- other similar services and actions.
Undue burden is defined as: a significant difficulty or expense. In determining whether an action would result in an undue burden, factors to be considered include:
- the nature and cost of the action needed under this part
- the overall financial resources of the site or sites involved in the action
- the number of persons employed at the site
- the effect on expenses and resources
- legitimate safety requirements that are necessary for safe operation, including crime prevention measures
- the impact otherwise of the action upon the operation of the site
Prohibition of discrimination: No individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation by any private entity who owns, leases (or leases to), or operates a place of public accommodation.
A public accommodation:
- shall not impose or apply eligibility criteria that screen out or tend to screen out an individual with a disability or any class of individuals with disabilities from fully and equally enjoying any goods, services, facilities, privileges, advantages, or accommodations, unless such criteria can be shown to be necessary for the provision of the goods, services, facilities, privileges, advantages, or accommodations being offered.
- shall make reasonable modifications in policies, practices, or procedures, when the modifications are necessary to afford goods, services, facilities, privileges, advantages, or accommodations to individuals with disabilities, unless the public accommodation can demonstrate that making the modifications would fundamentally alter the nature of the goods, services, facilities, privileges, advantages, or accommodations.
- shall take those steps that may be necessary to ensure that no individual with a disability is excluded, denied services, segregated or otherwise treated differently than other individuals because of the absence of auxiliary aids and services, unless the public accommodation can demonstrate that taking those steps would fundamentally alter the nature of the goods, services, facilities, privileges, advantages, or accommodations being offered or would result in an undue burden, i.e., significant difficulty or expense.
Exams: Any private entity that offers examinations or courses related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes shall offer such examinations or courses in a place and manner accessible to persons with disabilities or offer alternative accessible arrangements for such individuals. Any private entity offering an examination covered by this section must assure that:
- the examination is selected and administered so as to best ensure that, when the examination is administered to an individual with a disability that impairs sensory, manual, or speaking skills, the examination results accurately reflect the individual’s aptitude or achievement level; or
- whatever other factors the examination purports to measure, rather than reflecting the individual’s impaired sensory, manual, or speaking skills (except where those skills are the factors that the examination purports to measure). Required modifications to an examination may include changes in the length of time permitted for completion of the examination and adaptation of the manner in which the examination is given.
Courses/ Classes: Any private entity that offers a course covered by this section must make such modifications to that course as are necessary to ensure that the place and manner in which the course is given are accessible to individuals with disabilities. Required modifications may include changes in the length of time permitted for the completion of the course, substitution of specific requirements, or adaptation of the manner in which the course is conducted or course materials are distributed.
The ADA does not require: a public accommodation to provide its customers, clients, or participants with personal devices, such as wheelchairs; individually prescribed devices, such as prescription eyeglasses or hearing aids; or services of a personal nature including assistance in eating, toileting, or dressing.
____________________________________________________APPENDIX B: Students with official documentation of disability
Students with documented learning disabilities and/or disorders will be provided with a Learning Support Plan which details accommodations that fit their individualized needs and may be adjusted by the learning support team as needed. Records relating to each student’s history of academic and behavioral support are kept to inform instruction. Support Team Meetings are held at the beginning of each school year with teachers, to share information related to students’ educational needs and strategies that have been used successfully.
APPENDIX C: Referral Process
The referral process to the Learning Support Program includes is a series of steps towards greater support as follows:
- Pre-referral is made by teacher or parent notifying concerns to learning support Coordinator
- Learning Support Team conducts classroom observations and/or meets with student
- Learning Support Team suggests interventions and strategies for support
- If interventions are successful, they are continued. Student progress is monitored by the Learning Support Team for the remaining school year.
- If interventions are unsuccessful, parents may be required to obtain detailed academic evaluations and professional input at their expense.
- When evaluations detail a disability, parents are asked to sign 1. LSP Agreement (Appendix D) and 2. Consent form (Appendix C) to share information with teachers
- Learning Support Coordinator will create a learning support plan which is shared with teachers to provide accommodations beyond general classroom support (for example: extended time for testing, adjustments to students’ schedules, or approved use of assistive technology).