Canadian International School Amman

CIS Amman supports social and emotional learning through an IB-aligned, student-centered approach that emphasizes students' social and emotional needs and aims to build self-confidence and self-advocacy. The Middle Years Programme page describes CIS as a safe haven with a learning environment that attends to the academic, social, and emotional needs of students in a nurturing and challenging setting, accompanied by an open-door policy and transparent communication. The Inclusion Policy states that learners learn in an inclusive environment where they feel safe, respected, and supported, reinforcing a strong focus on wellbeing. The inclusion and counseling departments collaborate to assess, plan, and implement strategies to meet learners' social, emotional, and academic needs, following a four‑part cycle (Assess, Plan, Apply, Review). Language support and differentiated instruction (ESL/ASL) are provided to enable full participation.

Special Educational Needs (SEN) support at CIS Amman is delivered through an Inclusion Department and an Inclusion Policy, which states that learners are admitted only if the school has the capacity to cater to their needs. The school uses a four‑part cycle—Assess, Plan, Apply, Review—with ongoing observation to identify needs and tailor strategies. Access arrangements to teaching, learning, and assessment are provided to remove barriers without lowering expectations, including varied accommodations and support throughout the learning process. The Inclusion Policy specifies ESL and ASL in the PYP, differentiated instruction, and outsourced services for diagnosis and screening. For IB examinations, CIS can apply for inclusive access arrangements and may develop an individual educational plan (IEP) in collaboration with the inclusion team; guardians are kept informed. The policy describes CIS as adopting inclusive practices rather than acting as a specialist SEN institution and allows referral to external educational agencies when needed.

English as an Additional Language (EAL) is provided through the Inclusion Department's ESL in the PYP and ASL in the PYP. Language needs are diagnosed via reading and writing diagnostic assessments in English and Arabic, with ESL/ASL teachers collecting and analyzing data against curriculum outcomes to plan remedial support. Language support strategies are implemented either in pull-out or push-in settings, depending on the learner's needs, and language progress is monitored and recorded in the learner's portfolio. Homeroom teachers, language coordinators, and the inclusion team collaborate to plan for individual cases and manage transitions between levels of support. When progress is made, learners are gradually withdrawn from targeted language support and reintegrated into mainstream classes.

The MYP page emphasizes CIS as a safe haven that addresses students' academic, social, and emotional needs in a nurturing environment, with self-confidence and self-advocacy encouraged and an open-door policy supporting wellbeing. The Inclusion Policy states that learners should be in an environment where they feel safe, respected, and supported, underscoring the school's commitment to wellbeing. The Behaviour Policy aims to protect the wellbeing of all members of the school community. The Inclusion Policy notes collaboration with the counseling department in planning and delivering student supports for wellbeing. Counseling is embedded in CIS Amman's approach through the inclusion framework, reinforcing attention to mental health and pastoral care.

A dedicated safeguarding policy is not published as a standalone document on the CIS Amman site; safeguarding-related elements are addressed through the Inclusion Policy and the Behaviour Policy, which focus on safety, safety of learning environments, and the protection of well-being. The Inclusion Policy describes an inclusive, safe, and respectful environment for learners. It also notes that the school may use outsourced services and refer learners to external centers for diagnosis and screening, with an updated plan to protect welfare. The school treats safeguarding information with confidentiality and ensures that data is shared only with appropriate personnel. External educational agencies may be engaged for assessment, diagnosis, and provision of needs when required.