COLÉGIO MAGNUM – IB MISSION
To offer an innovative, international-quality education in a welcoming environment, integrating academic rigor with the development of our students as global citizens who are capable of managing their own lives and acting as active, transformative members of society.
INCLUSION POLICY
Rationale
At Colégio Magnum, we believe that diversity enriches the learning community and that all students have the right to develop their full potential in a welcoming, safe, and stimulating environment. Aligned with the IB philosophy, we understand inclusion as an ongoing process of identifying and removing barriers to learning and participation.
Colégio Magnum’s approach is grounded in the National Inclusive Special Education Policy, aimed at ensuring access, participation, retention, and learning for special education students within the mainstream education system.
Our approach reflects a commitment to inclusive education, respecting human rights, diversity, and the unique characteristics of each student, while eliminating barriers and guaranteeing reasonable accommodations.
- Guidelines and Pedagogical Documentation
In accordance with Decree No. 12,773/2025, the organization of educational support at Colégio Magnum is structured around the following mandatory institutional instruments:
Pedagogical and Assessment Practices
Curricular Adaptations and Accessibility:
Guarantee of accessibility and technologies that secure the right to education. Test accommodations, materials, and methodology adjustments must strictly follow what is established in the student’s Individualized Education Plan (IEP/PEI).
Colégio Magnum promotes ongoing professional development for its teachers, ensuring alignment with the Ministry of Education’s guidelines for inclusive special education.
- Support Structure and Human Resources
The work is carried out in a collaborative and interdisciplinary manner, involving:
- Teaching Staff and Pedagogical Coordination: Responsible, together with the Special Education team, for implementing the curricular and methodological accommodations outlined in the IEP (PEI).
- Specialized Educational Support (AEE) Consultancy: A professional with specialized training, responsible for:
- Conducting the Case Study and drafting the IEP (PEI) jointly with the classroom teachers.
- Developing assistive technology resources and adapted materials.
- Facilitating collaborative work with mainstream classroom teachers.
- Guiding families and coordinating intersectoral efforts (health, social assistance, etc.).
- School Support Professional: A support staff member who works in accordance with the Specialized Educational Support Plan (PAEE) and the Individualized Education Plan (IEP/PEI).
- Provision of this support is determined by the results of the Case Study, independent of a clinical diagnosis or medical report.
- Assists with feeding, hygiene, mobility, and pedagogical support activities as directed by the classroom teacher and the AEE specialist.
- Multidisciplinary Team (Occupational Therapy and Educational Psychology): An intersectoral team that works to:
- Analyze developmental skills and attitudinal factors impacting learning.
- Guide teaching staff on mediation and group management strategies.
- Foster the student’s autonomy and participation within the school environment.
- Pedagogical and Assessment Practices
- Curricular Adaptations and Accessibility: Guarantee of accessibility and technologies that secure the right to education. Test accommodations, materials, and methodology adjustments must strictly follow what is established in the student’s Individualized Education Plan (IEP/PEI).
- Continuing Education: Colégio Magnum promotes ongoing professional development for its teachers, ensuring alignment with the Ministry of Education’s guidelines for inclusive special education.
New Operational Guidelines
To implement this policy effectively, the following operational responsibilities are established:
- Class Placement: Special education students will be assigned to classes with a focus on optimizing inclusive development and socialization.
- IEP (PEI): Classroom teachers are responsible for actively contributing to the creation of the IEP (PEI), under the guidance of the Specialized Educational Support (AEE) advisor.
- Implementation of Accommodations: Teachers, in collaboration with the Special Education team, are responsible for executing the accommodations outlined in the IEP (PEI) (e.g., seating charts, adapted materials, differentiated assessments).
- Support Criteria: The need for a support professional will be periodically reassessed through Case Studies. This requirement is not tied strictly to the ongoing presence of medical diagnoses, but rather to observed functional barriers.
- Stage Transition: At the end of the school year, the pedagogical team (Teacher and AEE) is responsible for preparing a final IEP (PEI) report and conducting an annual evaluation certifying student progress. This ongoing analysis measures the student’s gain in autonomy, enabling adjustments and the potential gradual reduction of supports and accommodations provided for subsequent years.
Family Collaboration and Intersectoral Support: The Special Education team will hold periodic meetings with families and coordinate with external specialists (intersectoral support) whenever necessary.
