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OUR MISSION AND VISION

By setting goals and instilling the ambition to reach those goals, our students will be confident, happy individuals through the acquisition of knowledge, attitude and skills.
Our children will grow to be well-rounded, self-assured individuals; capable of navigating complex social and cultural environments in a confident manner.
As our children face challenges throughout their lives they will be able to draw on the guidance and experiences from Ghaf School in order to persevere and make appropriate decisions in a variety of situations. As lifelong learners our students will develop into leaders and will be willing to take responsibility for both themselves and for others within their community.

AIMS

  • To have clearly stated Inclusion policy
  • To have detailed procedures and routines
  • To ensure an inclusive ethos is maintained
  • To comply with regulations in line with the National Agenda

All children have the right to access quality educational provision in line with the Dubai Inclusive Education Policy Framework (2017) and the legislation listed in Appendix 5 of this Policy.

Ghaf Schools cater for students with a range of Special Educational Needs and Disabilities ‘along with those who are Gifted and Talented (G&T). Applications for admission to the school for children with special educational needs and disabilities are welcomed, and where necessary modification, adaptation and differentiation takes place to ensure the ‘best by every child’.

Federal Law No. (29) of 2006 Concerning the Rights of People of Determination stipulates that “special needs in themselves are not an obstruction to joining or getting admission into an educational institution, no matter whether it is a public or private institution”.

https://www.moe.gov.ae/English/SiteDocuments/Rules/SNrulesEn.pdf

Every teacher is a teacher of every student; including those with a Special Educational Need or Disability as we righty address them as Students of Determination in UAE, this includes the those being referred and monitored, students with English as an Additional Language (EAL) (see separate Policy) and students identified as More and Exceptionally Able (G&T) (see separate Policy).

Learning and teaching is adapted, and the curriculum modified where necessary, to meet the needs of each individual student. Assess, Plans, Support and Review within the Ghaf School will be coordinated by the Inclusion Team.

Our mission is to ensure that every student will reach their full potential holistically; this includes academically, socially, emotionally, and physically, whilst feeling included, secure, and valued.

OBJECTIVES

  • Our procedures and policies are in line with
    • UAE Federal Law 29 (2006) concerning the Rights of People with Special Needs;
    • UAE Federal Law 2 (2015) against Discrimination and Hatred
    • policy adheres to the stipulations of the Dubai Law No 2 of 2014 concerning the Protection of the Rights of Persons with Disabilities in the Emirate of Dubai.
    • policy adheres to the stipulations of the UAE Executive Council Resolution No. (2) of 2017 Regulating Private Schools in the Emirate of Dubai (especially Article 4 clause 14; Article 13, clauses, 16, 17 and 19; Article 23 clause
    • the guidance provided by KHDA Inspection Handbook (2014),
    • School Inspection Framework (2015-2016) and subsequent updates,
    • Inclusive Education Framework (2017), (‘SEND’ relates to Students of Determination as outline in the Inclusive Education Framework 2017.)
    • SEND Code of Practice (UK, 2015) and updated version of 2022.
  • UN Convention on the Rights of Persons with Disabilities and Optional Protocol, we use our best endeavors to make sure that a student with Special Educational Needs and Disabilities(SEND) and those being monitored, receive the appropriate provisions to meet their needs
  • We do not Discriminate any circumstances.
  • We designate a qualified and experienced professional to be responsible for coordinating SEND provision, the Leader of Inclusion
  • Communication with parents will be clear and transparent when special educational provision for a student is required
  • We provide support, advice and training for parents and staff working with students with SEND.

IDENTIFYING SPECIAL EDUCATIONAL NEEDS

All students within the Ghaf School undergo regular and thorough assessment - formative and summative - throughout their learning journey, to ensure that they can make appropriate progress in their learning. Through regular and holistic assessment, teachers, senior leaders, and Inclusion staff will identify barriers which might impede learning. The purpose of identification is to allow the Inclusion team to work with students, parents, teachers, and outside agencies to create a plan for implementing actions, interventions, and support to address the barriers that may impact on progress, attainment, or well-being.


Identification Process in School

Identification starts from the time of Admission and throughout the student’s life in Ghaf.

  • Information passed on to the school through the transition process from previous schools about any Special Educational Needs/ Chronic Medical Condition/Socio-Emotional and Mental Health Issues
  • Reports from Developmental Paediatrician, Educational and clinical Psychologist, Psychiatrist, and Therapist
  • Other cognitive or developmental assessments.
  • CAT 4 (Cognitive Abilities Test)
  • Educational Psychologist cognitive and academic assessment
  • Baseline assessments, GL assessment
  • Use of the school’s termly assessment data
  • Teacher identification/ Referral /Observation
  • Use of screening tools/diagnostic tests/Checklists
  • An analysis of the Academy’s behaviour systems of rewards and consequences
  • Identification of the need for short-term emotional, social, or behavioural interventions
  • Meetings involving multiple agencies and the family, to determine the factors underlying the concerns and SEMH needs, and address issues that lie beyond the school
  • Referral for diagnosis of mental health issues (if required)
  • Medical diagnosis and reports from parents
  • Speech and Language assessment

Those students who require additional support are placed on the Ghaf’s Students of Determination Register.

Students of Determination.

A student of determination is a student with a long-term social, emotional, mental, physical cognitive or sensory impairment. This also includes students who exhibits delay in developmental milestones or difficulty communication and interaction and with various barriers, which restricts the student’s full and effective participation in education on an equal basis with peers of the same age. Students of determination are i identified through one or both procedures listed below:

  • through the work of a specialist and/or a knowledgeable school team, as displaying almost allthe characteristics of a particular category of impairment, delay, or disorder
  • formally diagnosed by a qualified and licensed medical professional as having a long-term difficulty, impairment, or disorder.

THE REGISTER/PROVISION MAP

Students of Determination, Gifted and Talented and EAL Register are managed by the Inclusion Team. The registers are in the form of a spreadsheet and kept on the School Google Drive, and are Data Protected in line with School Policy. The Leader of Inclusion is responsible for maintaining the content. All relevant staff are responsible for ensuring that they are familiar with the content and feed the information into their planning, delivery, and assessment processes.

CATEGORIES OF DISABILITY AND BARRIERS TO LEARNING

The following framework is based upon the UAE unified categorisation of disability. It provides schools with an important structure to support the identification of students of determination.

Common barriers to
learning

Categories of disability
(aligned with the UAE unified categorisation of
disability)

Cognition and learning

1. Intellectual disability ( including Intellectual disability - unspecified)
2. Specific learning disorders
3. Multiple disabilities
4. Developmental delay (younger than five years of age)

Communication and
interaction

5. Communication disorders
6. Autism spectrum disorders

Social, emotional and
mental health

7.Attention Deficit Hyperactivity disorder
8.Psycho - emotional disorders.

Physical, sensory and
medical

9. Sensory impairment
10. Deaf-blind disability
11. Physical disability
12. Chronic or acute medical conditions

 

Gifted and Talented
Students with outstanding talent who perform or show potential for performing at remarkably high levels of accomplishment when compared with others of their age require services or activities that may not be provided to the majority of their class. Students who are gifted/talented are characterized by three interlocking clusters of ability, these clusters being above average ability, creativity and task commitment.

Identification of Gifted & Talented Pupils
At Ghaf School, we identify these students by using test score nominations (standardised, formative and summative), teacher referrals, and parental request for testing.

Characteristics of a Gifted and Talented Pupil:
● Learns easily and rapidly
● Responds quickly to stretch and challenge activities
● Thinks clearly, recognises implied relationships, comprehends meanings
● Reads on the average of two years above grade level
● Retains what she/he has heard or read without appearing to need much rote or drill practice
● Possesses a large vocabulary
● Exhibits independence, individualism, and self-sufficiency
● Demonstrates a curious and investigative nature
● Asks penetrating, searching questions -Focuses intently on areas of interest
● Produces original products or ideas -Prefers complex ideas.

SEND PATHWAY

The following information outlines the support through which the school addresses the learning needs of any individual student. Ghaf Follows the 4 steps of the ASSESS-PLAN-DO-REVIEW model. The actions and process described should take place according to the nature and severity of the particular concern(s).

CLASSIFICATION OF SPECIAL EDUCATIONAL NEEDS STUDENTS

Ghaf School will classify students with any additional need in accordance with the KHDA 2015-16 framework and Revised Categorisation Framework 2019, as defined below.

SEND (identified)

  • have an educational need that is different from those of the majority of students;
  • and which arises from the impact of a disability or recognised disorder and therefore have an external identification.

Or

  • may not have an educational need that is different from those of the majority of students; but
  • does arise from the impact of a disability or recognised disorder (but may be under investigation)

SEND (Unidentified)

  • have an educational need that is different from those of the majority of students;

but

  • does not arise from the impact of a disability or recognised disorder (but may be under investigation)

Being identified with a special educational need could mean that students require specialist support, specific curriculum modification or individualised planning to ensure that they make the expected levels of progress given their starting points. Ghaf School acknowledge that they mustensure that the needs of SEND are accurately and wholly identified as early as possible for strategies to be effective. The Inclusion team will do this in accordance with the Section SEND PATHWAY chart above.

Wave 1:
Identification In Process

Staff Concern
Parent Concern
Under observation 
At Risk???

Wave 1:
Identified

In class support by teachers
Peer Tutoring
Differentiation/ Accommodation if required
No Intervention

Wave 2:
Identified

Receives Intervention
LSA Support in Class
Differentiation/Accommodation if required
Can catchup

Wave 3:
Diagnosed

Small group/1:1 Intervention if required
Accommodation / Modification
Therapist/External Professional Support
ILSA Support

MANAGING STUDENTS’ NEEDS ON THE STUDENTS OF DETERMINATION REGISTER

Individual Education Plans (IEPs) and Advanced Learning Plan (ALP)
We may create IEPs for students who are placed in Wave 3 and ILP for students placed in Wave 2,
The IEP’s/ILP /ALP are a student’s ‘roadmap’ for their education. Each student who is identified as SENDand/or AEN. Students placed on Wave 3 on the register have a record of personalised provision as it is an educational programme that is tailored to the specific needs of the student.
IEP /ALP formally reviewed at least 3 times a year and reviewed regularly by the ‘team around the student’ which may include internal staff, external agencies, parents and students. When the IEP is rewritten, appropriate members will be invited for input and/or to meet to discuss the plan, provisionand next steps. Student conferencing, where appropriate, occurs to discuss the IEP and next steps.
IEPs have a different role in KS3 and above as subject teachers and Heads of Department are responsible forthe subject targets for each student. Students who are identified as SEND will be provided with an IEP which supports any intervention or additional provision outside of the curriculum, such as Exam Access Arrangements or Literacy Intervention. These will be reviewed as necessary.

PROVISION

The level of provision is decided by the Leaders of Inclusion. Each student has a different need and adifferent level of required support. Some of the services which Ghaf School is able to offer include:
  • 1:1 specific intervention (from Special educators in school and Therapist visitation from Licensed Centers in UAE)
  • Small group intervention
  • In class learning assistant support (LSA)
  • Adapted curriculum
  • Modified and / or reduced curriculum/ Specialised curriculum
  • Extracurricular activities and literacy intervention clubs.
  • Use of technology
  • Language exemption upon KHDA approval
  • Exam Access Arrangements
  • In Primary, each child on Wave 3 who regularly needs 1:1 support to access the curriculum may require 1:1 Individualised Learning Support Assistance (ILSA).

SUPPORTING STUDENTS AND FAMILIES

Internal Support During the identification process it may be necessary for a student to be referredto a specialist. In Ghaf we have a team of specialists who are able to offer support in Teaching and Learning, Curriculum Adaptations and Modifications, Speech and Language, Dyslexia,
Autism, Social and Emotional Communication, ADHD, Behaviour Analysis, Wellbeing and Englishas a Second Language, whose expertise may be accessed on a needs basis.
External professional support for Speech and Language Therapist will be allowed for observation and support on a needs basis as agreed by the Inclusion team and the parent.

Referral to any in-school specialist is carried out by the teachers by following the Pathway.

  • Initial observation and data gathering
  • Inform the year coordinator
  • Completion of a referral form by the teacher
  • The teacher will inform the parents of the referral

A formal observation and/or assessment will take place through any of the following steps:

  • With agreement by the parent and/or
  • After meeting with the parent and/or
  • After written notification with parent

Following observation and/or assessment the outcomes will inform the next steps, which will be personalised to the student’s needs.

Specialists provides support to students, parents and teachers depending upon the individualneeds. This may include one or more of the following:

  • recommendation for further support/ a home programme
  • school based programme devised by the specialist, to be carried out by the Inclusion team/LSA/teacher, with regular review and input from the specialist
  • input to IEP

EXTERNAL SUPPORT

Where applicable, parents will be guided by the Leaders of Inclusion Department towards external professionals. Parents are requested to share any assessments completed externally and contact details of external agencies supplied to the Leader of Inclusion.

CRITERIA TO EXIT FROM REGISTERS

All students have their identified needs and/or intervention programmes reviewed regularly. The graduated response is a fluid process and students can move between the waves or level of support as necessary. All students are reviewed for their placement on the register at least annually, and where a student has achieved their targets, and a review from the following has taken place, they can be removed from the Register if he/she has achieved the targets and is able to move on independently by successfully following the steps.

  • Assessments
  • Teacher feedback
  • Class observations
  • IEP target reviews
  • Parent feedback
  • Student feedback

The Leaders of Inclusion will decide if a student placement on the register can exit the register post assessments and reviews. The Leader of Inclusion will keep a record of students who are removed from the register(s) and ensure that He/She will be monitored for at least once a year to ensure the adequate progress is continuing. In Secondary, students who have previously been on the register at any stage willbe reviewed for Exam Access Arrangements.

PARENTAL INVOLVEMENT

The involvement of parents is a key factor to the success of the provision for students with special and/or additional educational needs. Ongoing parental engagement is encouraged and the Learning Support teams offer regular workshops, review meetings and operate an open door policy. Where possible, the Leaders of Inclusion will attend whole school functions such as Parents’ Evening, Awards Ceremonies, Parent Assemblies etc to remain accessible. The Leaders of Inclusion email address is widely available.

ADMISSION ARRANGEMENTS

The admission arrangements and Policy can be found on the school websites. The procedures are alignedwith the expectations of international best practice as guided by Section 3.1 of the KHDA inspection handbook.

EXAMINATIONS

All primary examinations adhere to UK guidelines when seeking extra time and support during summative assessments

MONITORING AND EVALUATION OF SEND

Monitoring and evaluating the quality of provision offered to students is carried out by obtaining:

  • Staff views
  • Student views
  • Learning Journeys/Journals/Workbooks used in class
  • Parental feedback
  • Lesson Observations
  • Tracking evidence of students on IEP / IEP targets achieved
  • Learning walks
  • Data Analysis

The purpose of regular monitoring and evaluation is to promote an active process and atmosphere of continual review and improvement of provision for all students.

TRAINING AND RESOURCES

Training Internal training provisions are led by the Leader of Inclusion to ensure that all staff are aware of the learning needs of SEND students and can support them. Training is delivered, via staff CPD, publications and several whole school training sessions.

INDUCTION OF NEW STAFF

New teachers will meet with the Leaders of Inclusion during the whole school induction at the beginning of the year and are informed of the SEND categories, provision and practice. Federal Laws and Legislation about the People of Determination.

ROLES AND RESPONSIBILITIES

The Leaders of Inclusion
The provision for SEND is the responsibility of Leaders of Inclusion. However, as the provision
involves all aspects of school learning, responsibility will include leaders across the school, as well as individual teachers.

The role of the Leader of Inclusion is to:

  • ensure that Inclusion Audit and Dubai Inclusive Education Policy Framework and associated legislation is being implemented including the implementation of an inclusive education support team
  • work alongside learning support teachers, assistants, class teachers and members of senior leadership to provide effective provision, training, support and knowledge
  • ensure data is accurately recorded on the tracking system and that any planning for learning and teaching is consistent with whole school educational policies and practice

Class Teacher

Class teachers are expected to plan students’ learning to be directly related to their IEPs or Quest and/or specific needs as stated in the KHDA Inspection Handbook. Teaching may be on an individual or group basis and involve specialist teachers or learning assistants.

Individual Learning Support Assistants ILSAs

The role of the ILSA is to:

  • work under the direction of the Leader of Inclusion in school and Therapist ( external)
  • collaborate with the class teacher to support students with an IEP/ Quest in the classroom
  • work both within the classroom and one to one, to support students who have identified or additional learning needs
  • encourage and support with activities outside of lessons to enable them to participate as fully as possible e.g. mentoring, support programmes, movement about the building and accompanying students on school trips

Learning Support Specialists and Learning Support Teachers The role of the Learning Support specialist and learning support teacher is to:

  • work under the direction of the Leaders of Inclusion (line manager)
  • To plan and deliver high quality lessons and interventions
  • to work alongside teachers to support specialist differentiating
  • to support continued professional development
  • to contribute to the IEPs

STORING AND MANAGING INFORMATION

SEND information is stored on the school management system and complies with the Data Protection Act.

Reviewing the Policy

The Learning Support Policy will be reviewed annually by the Leaders of Inclusion and the Senior Leadership teams to ensure that the guidance provided is up to date with best international practices.

Dealing with complaints

Complaints should be made in writing directly to the Leader of Inclusion and/or Senior Leadership Teams. This policy was created and updated in September 2023 by Leaders of Inclusion.

Students of Determination Referral Form

Appendix – Pathway

Stage 1:  The teacher monitors, records her observation under various situtaions the student who exhibits/cause concerns
Stage 2: Teacher verbally share the concerns with the Inclusion Team. Member of the Team along with SLT/MLT observes the class to ensure all good teaching practises and classroom management startegies has been implemented and variety of startegies has been tried
Stage 3: Teacher completes the Referral Form and submits to the Head of Inclusion
Stage 4: Inclusion Leader arranges formal Observation by a member of the Team
Stage 5:  Inclusion leader conducts further Observations, Asessments and will notify the parent if required. External Assessments from a Licensed professional will be recommended/suggested which enables better planning according to the diagnosed need.
Stage 6:  The child will be added to the register and will be assigned to a wave according to the level of support and Intervention required. Parent consent for Support will be appreciated.
Stage 7: Individualised Plans (IEP/ALP/BIP) will be developed according to the need. Goals will be set in cordination with Parents, Teachers and any other professionals if relevant
Stage 8: Will implement the Assess- Plan-Do- Review stages. along with the teachers, parents and any
professional working with the child (if relevant) and work as a Team to achieve the IEP Goals
Stage 9: Will implement the Assess- Plan-Do- Review stages. along with the teachers, parents and any professional working with the child (if relevant) and work as a Team to achieve the IEP Goals

References

Dubai Inclusive education Policy Framework (2017)
https://www.khda.gov.ae/cms/webparts/texteditor/documents/Education_Policy_En.pdf

UN Convention on the Rights of Persons with Disabilities and Optional Protocol
http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf

Federal Law No. (29) of 2006 Concerning the Rights of People of Determination
https://www.abudhabi.ae/portal/public/en/citizens/religion-and-community/people-of-determination-le/federal -law-no-29-of-2006-concerning-the-rights-of-people-of-determination

Law No. (2) of 2014 Concerning Protection of the Rights of Persons with Disabilities in the Emirate of Dubai
https://www.cda.gov.ae/ar/aboutus/Documents/Concerning%20Protection%20of%20the%20Rights%20of% 20Persons%20with%20Disabilities%20in%20the%20Emirate%20of%20Dubai%20-%20Law%202%20-%20 2014%20-%20EN.pdf

Executive Council Resolution No. (2) of 2017 Regulating Private Schools in the Emirate of Dubai
https://www.khda.gov.ae/CMS/WebParts/TextEditor/Documents/ExecutiveCouncilResolutionNo.(2)of2017R egulatingPrivateSchoolsIntheEmirateOfDubai.pdf

General Rules for the Provision of Special Education Programs and Services (Public & Private Schools)
https://www.moe.gov.ae/English/SiteDocuments/Rules/SNrulesEn.pdf

SEND Code of Practice (UK, 2015)
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/ SEND_Code_of_Practice_January_2015.pdf
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