Policy: Students with Special Educational Needs (2017-19)
Students with Special Educational Needs
Corresponding to Policy 48 Students with Special Educational Needs and Article (53) of the Organising Regulations
For the purposes of this policy the School refers to Ajyal International School. For the purposes of this policy, Special Educational Needs (“SEN”) is the generic term for any disability, disorder, difficulty, impairment, exceptional needs (rare cases) or other additional needs that may be caused by mental, behavioural, physical, emotional or cognitive factors and which may affect a student’s learning and his or her educational performance. These students require additional educational support beyond that provided in general classrooms in order to achieve the greatest benefit from the curriculum.
Gifted and talented students have exceptional abilities and talents either academically or in a specific field. These are students whose outstanding abilities make them capable of high performance, but are not labelled as Special Education Needs. Their needs require specific consideration within regular mainstream educational programs. Their current attainment or perceived potential places them significantly ahead of the majority of their peers in one or more of the following areas:
- Intellectual ability.
- Subject-specific aptitude (e.g. in science or mathematics).
- Social maturity and leadership.
- Mechanical/technical/technological ingenuity.
- Visual and performing arts (e.g. art, theatre, recitation).
- Psychomotor ability (e.g. sport).
Special education is the additional provision of support designed to meet students’ learning differences and needs, such as special planning and specific teaching techniques, procedures and assessments, and tailored programs and materials, to ensure that such students (including gifted and talented students) reach their full potential, achieve a greater level of personal independence, accessibility to the curriculum, and succeed in school and beyond.
These categories are not intended to specifically identify all medically diagnosed conditions and syndromes that may have an impact on the student’s needs and educational program, but they reflect the main categories defined by the UAE Ministry guidance “School for All: General Rules for the Provision of Special Education Programs and Services (Public and Private Schools) of 2010” and also ADEK’s “Special Education Policy and Procedures Handbook”.
- To increase the capacity of Private Schools to include and offer places to students with mild to moderate Special Education Needs and those who are gifted and talented.
- To ensure that students with mild to moderate Special Education Needs and those who are gifted and talented are able to reach their full potential within a well-designed and supportive educational environment.
Special educational needs of the students shall not constitute, themselves, a hindrance to the application or enrolment in the School. Special Education Needs students will be treated without discrimination and similarly to their peers. Everyone shall be given equal educational opportunities.
Students who require special education will not be denied access to a full education program that meets their learning needs. The School will admit, without prejudice, students with mild to moderate special education needs, and will further provide them with equal educational opportunities as compared to their peers.
The School will admit and accommodate students with special needs (mild to moderate). The School will provide high quality services to meet their different needs and involve them as much as possible with others in daily School activities. Each student with such mild or moderate delays or disabilities will be admitted to the School and to be treated with due respect and utmost care by the entire School community.
Admission of Students with Special Education Needs
The School’s admission policy follow the School’s obligations as defined in Federal Law No. (29) of 2006 Regarding the Rights of Persons with Special Needs, and in ADEK’s regulations and policies. Students with mild and moderate special needs will be admitted as per their age group and grade sequence. The School may charge Parents/Guardians additional fees for the provision of extra support, such fees will not exceed 50% of the approved School tuition fees for other students.
The School’s Special Education Needs Policy
The School has developed this policy for supporting mild to moderate Special Education Needs students and those who are gifted and talented. The policy seeks to meet a set of minimum standards as outlined by ADEK, the School will take account of the following key principles as minimum requirements:
- The School has an integrated and welcoming approach to students with mild to moderate Special Education Needs through admissions and provision of suitable curricula and activities.
- The School has developed integrated individualised programs, which do not deny access to Special Education Needs students.
- Special Education Needs students at the School are able to:
- Participate in the School’s general education system to the greatest extent possible.
- Have full access to the curriculum.
- Achieve learning standards set for all students, modified to suit the learning needs of students with mild to moderate Special Education Needs through their individualised plans and programs.
- Interact with other students, and develop interdependent relationships so that they can take part in the community successfully as adults.
- Have academic support services available if they experience difficulties in their education program.
- Participate as much as possible in extra-curricular activities.
- The Schools employs a qualified Special Education Needs Coordinator, who is responsible for managing all aspects of services for Special Education Needs and gifted and talented students, as well as a dedicated team of qualified staff to support the Special Education Needs Coordinator in meeting the needs of these students in a timely and effective manner.
- The School’s Special Education Needs Coordinator meets with the Parents/Guardians of Special Education Needs students prior to the beginning of each new school year and no later than within the first month of the student’s academic year to make arrangement to properly accommodate the students’ needs and ensure their success Review meetings then take place each term.
- Students are catergorised as either:
- Wave 1 (needs can be met through carefully considered strategies and differentiation of work by the class teacher).
- Wave 2 (students with mild learning needs who require an individual support plan, which is reviewed and updated on a termly basis. The may also have external agencies involved and require additional SEN support in school).
- Wave 3 (students with moderate learning needs who require an Individual Education programme, external agencies providing reports and assessments annually. They may require an individualized curriculum to meet their needs and their progress with be reviewed on a termly basis).
- The School will review the needs of each individual child on a termly basis. In the spring term, there will be a review meeting and following this a decision will be made on whether the student will be re-registered for the following year on the basis of their individual needs taking into account if the school can effectively cater for their needs.
- The School places Special Education Needs students in a class with students of their own age and grade sequence.
- The School develops an Individual Education Plan for Special Education Needs students if they experience difficulties in accessing or being able to learn the curriculum The Individual Education Plan is used mainly by the teachers and students to guide instructional practice, including modifications of the program and adaptations of the environment or aspects of instruction and assessment. These will be tailored to the individual student’s needs to enable optimal learning success.
- The School will develop an Advanced Learning Plan (“ALP”) for gifted and talented students who are exceptionally exceeding academic expectations in their academic program The ALP is to identify ways in which teachers can enrich the student’s learning in order to achieve according to their potential.
- In the School it is not permitted to retain students with special needs in years below their age. If a student with special needs is not making the expected progress, this would mean that the goals and objectives set forth in his/her Individual Education Plan need to be adjusted or the needs are too severe.
- The School will actively encourage and welcome the involvement of Parents/Guardians of students with Special Education Needs in School affairs, as described in ADEK Policy (56).
- Meeting the needs of Special Education Needs students and those who are gifted and talented is a shared responsibility for the whole School.
Identification of students with SEN
The school has in place a rigorous system for identifying students with needs and putting support in early to ensure that the best support is put in place to develop academic learning and wider skills.
Further Information and Guidelines
For further details and guidelines, please refer to the UAE Ministry guidance “School for All: General Rules for the Provision of Special Education Programs and Services (Public and Private Schools) of 2010” and ADEK’s Special Education Policy and Procedures handbook.
Roles and Responsibilities
School Owners and Board of Trustees will:
- Monitor their School’s Admission Policy and the services provided to Special Education Needs students to determine the extent to which the School complies with this policy.
- Ensure that any non-compliance is addressed in the School Development Plan.
School Principal will:
- Evaluate current practice in admitting and providing services for mild and moderate Special Education Needs students, and monitor same to ensure that their School complies with this policy.
- Make appropriate modifications to the Individual Education Plan, and differentiate and adapt the curriculum where required to meet students’ needs.
- Ensure that student progress reports to Parents/Guardians identify clearly that modifications and services being provided to a student who has a mild to moderate Special Education Needs, or who is gifted and talented.
- Recruit teachers and support staff who are trained and skilled in dealing with Special Education Needs students.
- Be a part of the support staff, and carefully monitor and assess the responses to learning difficulties identified in a student’s Individual Education.
||8th October 2017
|Approved By Board of Governors:
||10th October 2017
||1st January 2019