1. Mission Statement
World leading Explorers with Chinese Pride. Chengdu Cogdel School is dedicated to nurturing global citizens with both Chinese heritage and an international perspective. Through a developmental path of moral cultivation, broad knowledge spanning history and modernity, and the integration of Eastern and Western wisdom, students evolve into lifelong learners with a strong sense of social responsibility. While remaining rooted in traditional Chinese culture, they embrace diverse perspectives with open-mindedness and take proactive steps to confront and resolve global challenges.
We will achieve our mission by:
- Upholding the concept of holistic education and fulfilling the fundamental task of fostering virtue through education
- Creating an open, inclusive, caring and exploratory campus educational ecology
- Providing personalized and differentiated teaching guidance and diverse interactive learning experiences
- Promoting the comprehensive and individualized development of students in morality, intelligence, physique, beauty, and labor
- Cultivating students' national pride, social responsibility and global competence
- Guiding students to understand and respect cultural diversity and establish awareness of cross-cultural communication and cooperation
- Helping students shape a confident, persistent, inquisitive and healthy personality
- Equipping students with lifelong learning methods and core competencies
2. School Vision
Focus on the future, care about people. Education must be future-oriented—not just imparting knowledge but also igniting students' inner motivation, enabling them to adapt to and even lead in this ever-changing world. Education must be human-centered, pursuing the happiness of individuals, not just academic scores and certificates.
3. General Provisions
The main purpose of this policy is to meet the personalized development needs of every learner.
Chengdu Cogdel School (CDCS) cherishes the diversity and uniqueness of students, and is committed to building a platform for the growth and success of all students, helping each student achieve their own success. In the campus learning community, we advocate a cultural atmosphere of collaborative progress, mutual respect, mutual support and positive problem-solving, so that every student can be seen, respected and supported.
As independent individuals, students have diverse learning needs and will face different growth challenges in the process of growth. Some students show extraordinary talent in certain subjects or fields, but may have difficulties in learning or development in other aspects. We believe that students who excel in learning or various fields and have development potential need targeted encouragement and personalized cultivation; for students who encounter difficulties in learning or growth, the underlying reasons may involve psychological anxiety, differences in educational background, lack of cultural identity, insufficient language ability, dyslexia and other aspects. All students' learning and development needs should be fully concerned and identified, and receive collaborative support and careful guidance from the school and parents.
4. Purpose
To meet the development needs of students from different backgrounds with different learning styles and approaches, the core objectives of the CDCS Inclusion Policy are:
- To build a diversified and adaptable curriculum system to meet the personalized learning needs of all students.
- To provide comprehensive and professional support and guarantee for students with personalized learning needs/special educational needs and their teachers
- To ensure that every student can obtain the necessary learning support and growth guidance, help students achieve their academic development goals and give full play to their maximum potential.
5. Our Actions
The CDCS teaching support team consists of the IB Curriculum Coordinator, Homeroom Teachers, subject teachers, psychological teachers, special education instructors and other professionals. Led by the Curriculum Coordinator, teaching and research seminars involving the teaching support team and teachers of all grades are held regularly every month, focusing on accurately identifying and comprehensively analyzing the diverse learning needs of students.
All subject teachers and homeroom teachers need to dynamically adjust teaching plans, teaching methods and teaching contents according to the actual learning needs of students. For students who show outstanding potential in a certain field, the school will provide more extended learning opportunities to help their potential develop further; for students who have difficulties in learning, the school will provide targeted academic tutoring to help them overcome learning difficulties and achieve academic progress.
1. Affirm learner identity and build self-esteem
The school creates a classroom environment and campus culture that welcomes and embraces diverse learners, making every student feel a sense of belonging; fully explores and uses multicultural perspectives to enrich teaching content and enhance learning experience; maintains regular and in-depth communication with parents, builds a sound mechanism of home-school collaborative education, and gathers educational synergy.
2. Pay attention to the existing knowledge
The learning of new knowledge and the establishment of new cognition are both based on students' existing life experience, knowledge reserve and cognitive concepts. In the whole process of lesson preparation and classroom teaching, teachers should fully consider students' existing knowledge foundation, activate students' prior experience through diversified teaching activities, and realize the effective connection between old and new knowledge.
3. Respect individuality
Every student has their own unique learning needs and development rhythm, and our school fully respects the personalized characteristics and learning needs of each student. Teachers design differentiated learning tasks and carry out adaptive teaching activities according to students' cognitive level and learning style to accurately meet the diverse development needs of students;
attach importance to and encourage students' independent expression, respect their unique views and innovative ideas, and give timely recognition and praise.
4. Attach importance to students' psychological development
Conduct a comprehensive mental health assessment for students, establish a student mental health file, and provide personalized psychological counseling for students in need according to the assessment results; offer exclusive mental health activity courses for each grade every month to popularize mental health knowledge and cultivate psychological adjustment ability; when students have psychological counseling needs, the school's psychological teachers will provide them with one-on-one private psychological counseling services to protect students' mental health.
5. Provide resources and support for teachers
Provide diversified teaching support and professional development guarantee for teachers, including the double-teacher teaching model, interdisciplinary teaching and research platform, exclusive teaching resources and book allocation in the library, regular on-campus and off-campus professional training, guidance on special education teaching methods, etc., to help teachers improve their teaching ability and personalized guidance level.
6. Provide assistance to students with special learning needs Student Type Specific Classification Support Measures High-achieving students Students with academic excellence Formulate personalized enrichment plans, and provide professional guidance and resource support for students in subject competitions, international events, English proficiency tests, Student Type Specific Classification Support Measures scientific research and exploration, etc.
Gifted students Art, PE and STEM gifted students For students with specialties in art, physical education, information technology, STEM and other fields, offer corresponding characteristic courses and activity courses （school-based after-school time）, and support students to form and participate in school teams, various professional competitions and exhibition activities.
Other students with special learning needs Students unable to attend school due to illness/special reasons Provide synchronous online learning guidance for students; after students return to school, subject teachers provide free gap-filling and academic tutoring.
Students with relatively poor academic performance Subject teachers formulate hierarchical tutoring plans, and the school provides free academic make-up classes and Q&A tutoring for students in their spare time.
Students in need of mental health assistance School psychological teachers provide professional individual psychological counseling and group psychological counseling, and jointly carry out home-school collaborative psychological intervention with parents.
Students with language adaptation/dyslexia Exclusive tutoring plans are formulated by language teachers and special education instructors, providing targeted language training and learning method guidance.
6. Modification of the Inclusion Policy
The CDCS teaching support team will conduct an annual assessment and update of this policy. In the process of policy revision, the school will widely solicit opinions and suggestions from teachers, parents, student representatives and relevant educational professionals, fully consider the needs of all relevant groups, ensure the scientificity, adaptability and timeliness of the policy, and make the inclusion policy better serve the growth and development of every student.
References：
- International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education
- International Baccalaureate Organization (2014), Programme standards and practices
- International Baccalaureate Organization (2014), Learning and Teaching
- International Baccalaureate Organization (2014), Learners
- International Baccalaureate Organization (2020), Programme standards and practices (Revised Edition)
- International Baccalaureate Organization (2026), IB and Inclusion: an update
- United Nations Educational, Scientific and Cultural Organization (2020), Global education monitoring report 2020: Inclusion and education: all means all
- United Nations Educational, Scientific and Cultural Organization (2025), The right to education: Past, present and future directions
- The State Council of the People's Republic of China (2017, Revised and Implemented in 2025), Regulations on the Education of Persons with Disabilities（《残疾人教育条例》2017
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