Policy Title: Special Educational Needs (Inclusion) Policy Date of Approval: 01 October 2014 Effective Date: 01 October 2014 Date of Review: 30 July 2015 Name of SEN Policy Officer: Mrs Ann George

INTRODUCTION Al Salam Private School is dedicated to positive growth of its students in all areas of life. At Al Salam we believe that every child is special. Our aim is to provide a well- rounded program appropriate to the diverse intellectual, social, emotional and physical needs of students with Special Education Needs (SEN). We recognise that all children are not the same and SEN students require additional support in order for them to fulfil their potential. Our actions are in line with UAE FEDERAL LAW NO, 29/2006 on the Rights of Disabled Persons. The school has also adapted and follows the Ministry of Education (MOE) Special Education Department (YEAR) General Rules for the Provision of Special Education Programs and Services.

Al Salam’s Special Educational Needs (SEN) Policy focuses on developing and implementing a clear whole school policy for SEN that;

Describes how additional needs for SEN students are identified and met

Explicitly details how children's needs are recorded and communicated to all other staff as well as parents and students as deemed appropriate;

Outlines arrangements for establishing and maintaining links with external agencies

Explain how staff training needs in relation to SEN will be identified and met

Explains the way INCLUSION is implemented

Describes arrangements for monitoring and evaluating the effective provision for students with SEN.

Explain the setup of individual Educational Program(IEP) AL SALAM SCHOOL SEN DEPARTMENT Vision statement To provide an inclusive environment with equal opportunities for all SEN students to achieve their best potential using a multi-disciplinary approach, thereby enhancing their physical, cognitive, emotional and social aspects while raising independent and self confident individuals in a least restrictive setting. DEFINITION OF PERSON WITH SPECIAL NEEDS

1. Federal law no. 29 of 2006, ‘In Respect of The Rights of People with special needs’ (UAE) describes a Person with Special Needs as:

“Every person suffering from a temporary / permanent, full /partial deficiency or infirmity in his physical, sensational, mental, communicational, educational or psychological faculties to an extent decreasing the possibility of satisfying his ordinary requirements in the conditions of people without special needs.”

2. Dubai Schools Inspections Bureau 2014-2015 (DSIB) Definition of SEN states that; Special educational needs are needs that are different from those of the majority of students and which arise from the impact of a disability or recognized disorder.

The following will classify the categories of SEN students as indicated by the DSIB (2014):

Type of Need Sub Categories

Behavioural, social and emotional

Sensory

Physical Disability

Medical Conditions or Health related disabilities

Speech and Language Disorders

Communication and Interaction

General learning Difficulties Learning Difficulties1 Learning Difficulties 2 Profound and Multiple Learning Difficulties (PMLD) Assessed Syndrome

Specific Learning Difficulties

Dyslexia Dysgraphia- writing/spelling Dyscalculia- using numbers

Definition of Inclusion Every child has the right to a good education. Inclusive education is an on-going process concerned with breaking down barriers to learning and increasing the participation of all children in school, including those with special educational needs. Implementation of Inclusion The school is a strong believer of the concept of inclusion and strives to ensure that the concept is implemented. Its philosophy is in line with the MOE policy on inclusion which has set a clear guideline on the inclusion of SEN students in a least restrictive learning environment. The MOE Special Education Department (YEAR) in its General Rules for the Provision of Special Education Programs and Services (Public & Private Schools) states the following;

The basic principle in the least restrictive environment includes a variety of options available and designed to meet the diverse and changing needs of students,

Ensuring access of the students with disabilities to get services suitable to them in the places where students can learn successfully.

A least restrictive environment constitutes inclusion in the regular education classroom with community based and classroom supports.

Al Salam School has adopted these rules and have included students with SEN irrespective of the severeity of their conditions in the mainstream classroom. However in very exceptional cases there may be a need to have child excluded from the mainstream class and receive special education support and services outside the regular classes but in the school setting. A student with specific learning difficulties may receive individual support from the special education needs and/or reading specialist outside the regular classroom.

THE SEN TEAM - ROLES AND RESPONSIBILITIES

Role of the SEN Support Team Department team head

Responsible for the day operations of the SEN policy

Ensures that the welfare issues of SEN students are met.

Works closely with the Management Team and department coordinators, teaching staff in coordinating the provisions for SEN students.

Works closely with parents of SEN students

Liaises with outside agencies to gain advice and support for SEN students

Conducts staff training on sensitisation/ awareness of SEN issues

Planning future interventions for the child in discussion with the class teacher, support/ shadow teacher and parents

Seeks professional growth through reading, attending workshops and refresher courses.

ROLE OF THE SEN SUPERVISOR

Consultation with parents regarding students of concerns (referral for evaluation, or additional support)

To maintain files and documentation of SEN students

Works in liaison with other SEN teachers to support individuals with SEN and those on the monitored list

Conducts intake of new admissions by administering placement tests and interviews

Supervise the SEN teachers/Learning Support/ Shadow Teachers attached to Individual students

Plans and reviews the IEP in collaboration with the class teacher and learning support teacher or shadow

Liaises with the medical team to ensure the needs of the SEN students on the medical list are met.

TeamLeader

(SEN & Counseling)

SEN Supervisor

SEN Teacher Learning Support

Reading Teacher

Shadow Teacher

Counselors

Contributes to the in service training for staff on SEN issues and share strategies with teachers, learning support and shadow teachers,

Performs any other duties as designated by the Head of SEN department.

Monitoring and reviewing the progress

Any further assessment of the child

Seeks professional growth through reading, attending workshops and refresher courses.

SEN TEACHERS

Carries out observations in the classroom in collaboration with the class teachers.

Apprises the SEN Supervisor of students at risk

Administers informal tests and checklists in consultation with the SEN Supervisor and class teacher

Modifies lesson plan obtained from the teacher to suit the requirement of the child with simplified methods.

Implements IEPs of students who have been assessed and require additional support out of the classroom

Maintains day to day records of observations and work plans

Attends meeting with parents during the year to discuss progress of the child.

To implement strategies as suggested by the SEN Supervisor

Assists in the conducting of workshops for staff and parents

Seeks professional growth through reading, attending workshops and refresher courses.

LEARNING SUPPORT

A learning support is employed to assist teachers in working with SEN assessed and non-assessed students in the mainstream class by offering additional support owing to student/s’ academic, behavioural and other difficulties.

To support the students in all areas of the curriculum, as directed by the class teacher

and SEN Supervisor.

To support the students as a member of collaborative group.

To support students develop both social and organisational skills

To monitor the students’ work and keep records.

To assist in the planning of relevant activities.

To assist in the preparation of appropriate materials

To implement strategies as suggested by the SEN teachers and SEN Supervisor

Maintains day to day records of observations and work plans

Seeks professional growth through reading, attending workshops and refresher courses.

SHADOW TEACHERS

Works together with SEN Supervisor, class teacher and parents in the development of the child’s individual goals and objectives.

Helps Class Teacher in conjunction with the SEN Supervisor to develop, plan, and implement recommended methods of working with the child.

Sets up and maintains appropriate learning environment for the child.

Works to improve the child’s quality of learning and overall classroom experience by helping the child to focus, socialise, show courtesy to others and control their behaviour.

The shadow teacher also helps the student be prepared and organized for class, and reminds him/her to be a responsible and committed student.

Alerts Class Teacher and SEN Supervisor to any problems arising from regular interaction within the school.

Performs daily classroom activities such as reading, playing and doing activities that are appropriate to the child’s needs, as well as organizing of the physical space around the child.

Performs other appropriate and position-related duties and assumes other responsibilities as the SEN Supervisor or Section Coordinator may assign. (accompanying on field trips, school assemblies, outdoor activities)

Actively participates in pre-service and in-service information and training sessions.

Attends and participates in required meetings.

Maintains accurate daily progress notes, data collection, attendance records and updates all paperwork in a timely manner.

Seeks professional growth through reading, attending workshops and refresher courses.

SEN DEPARTMENT PROCEDURE FLOW CHART

OBSERVATIONS

[3-5 weeks]

•The SEN department carries out observations in and outside the classroom which target students’ academic, social and emotional behaviors.

•All students are observed especially the new admissions though emphasis is put on those from the previous SEN assessed, Early Intervention (EI) list in the case of Nursery/ Foundation Stage Department and Monitored list in the case of Grade 1-12 Departments.

COMPILATION OF LISTS

[within observations time span]

•After the initial one month the SEN department and the class /learning support teachers sit to discuss their observations and commonalities of cases requiring support.

• From the outcome of these discussions a new list is compiled which highlights EI and to be monitored students.

STRATEGIES SHARING & IMPLEMENTATION

[2 weeks]

• From the newly compiled list, general strategies for the students are shared by the SEN department with the class and learning support teachers.

•Class/ learning support teachers are given the recommendations from the pyscho-educational assessments in the case of assessed students.

PARENTAL INVOLVEMENT

[1-2 weeks]

• Based on the teacher referral, parents are called in to apprise them of classroom concerns despite general startegies applied within the classroom.

•Parents are recommended to take the student for a psycho-educational assessment to obtain clarity on the concerns observed by the school.

•Alternately, parents in conjunction with the school begins to work closely with the student.

REFERRAL

[4-6 weeks]

•It is only after trying out the various strategies and no progress is observed a referral may be made to the SEN department for a student.

TARGET DRAFTING/ IEP

[1-2 weeks]

•The SEN teacher in collaboration with the class/ learning support teachers identify areas of learning difficulties for the SEN student which will eventually be the targets for the Individual Education Plans (IEP).

• Students with a previous history and assessment will have IEP's formulated within 4-6 weeks from the beginning of the year.

•Areas of learning difficulties are also recognised for the EI and closely monitored students; however, an IEP is not made for them, instead learning targets are put in place.

SUPPORT, OBSERVATIONS &

REVIEW

•Sessions with SEN teachers, learning support or shadow teacher begin expectantly 6-12 weeks from the beginning of the school and after having gone through all the above stages.

•Reviews are conducted are scheduled twice a year to monitor progress and set renewed targets or make the student an independent learner.

ADMISSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS Based on the Federal Law no:29/ 2006, article 12 of the second chapter on education, states that,” Special needs do not constitute in themselves an impediment in seeking affiliation or enrolment or admission to any educational institution, whether public or private” Al Salam School, will not deny enrolment on the basis of a prospective student having a disability. However, as highlighted in the conditional acceptance policy (Appendix1), which focuses on two main aspects, we may refuse admission on the following grounds

The availability of a complete and honest history of the child from all relevant sources.

The level of accessibility and support that the school can provide. These two points are further elaborated in the section below. Eligibility for admission depends on the following:

Submission of the relevant recent assessment report.

Type and level of difficulty

Recent recommendation provided by a psychologist (e.g. – behavioral modification, physio - therapy, speech therapy, occupational therapy etc.)

Full disclosure of medical history.

If appropriate facilities/resources are available at school to meet the child’s special needs.

If the school feels that the child can function as a member of a mainstream class with the necessary support provided.

The family is willing to shoulder the cost for any SEN teacher support that is provided for the child by the school.

The family is willing to shoulder the cost of a shadow teacher, should the need arise.

In the event of absence of the shadow teacher, the child will not be permitted to attend school in cases where intensive adult supervision is required (severe aggression/ behavioral issues).

If in the opinion of the school, the child's needs can no longer be met without detriment to the education of other students, parents must be willing to withdraw the child.

In the event that parents do not actively partner with the school in their child’s school progress and are non-compliant with school recommendations, the school reserves the right to refuse re-registration.

Enrolment of a SEN student to Al Salam will be based on a number of factors.

At the time of admission, parents are required to accept certain conditions to ensure that the school is able to meet the needs of their child.

The school also looks at the recommendations suggested for the student in the psycho-educational report which may contain strategies to ease the academic/ social or emotional pressures on a child in the mainstream setting.

In certain circumstances the school may also use its discretion to engage a shadow teacher/ SEN teacher

In some cases, the school partners with the parents to agree on the need to engage an external education consultant who will assist the school in the inclusion of the SEN student.

The management reserves the right to accept or deny admission to a prospective student.

IDENTIFYING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS The school is committed to promoting high standards of education and aims to help all students to reach their best potential. It seeks to achieve this by:

Teacher observation ( structured and unstructured environment)

Special educator’s observations

Information obtained from parents

School assessments ( class tests & school examinations)

Baseline assessment

Informal assessments ( checklist and personal interaction)

Medical & Psycho-educational reports EARLY INTERVENTION The school recognises the importance of early identification, assessment and intervention for any child who may have special educational needs. The Nursery and Foundation Stage (FS) department play a pivotal role in early screening and identification of special needs. The school works in close liaison with external and voluntary agencies to facilitate a co-ordinated and holistic approach to both assessment and intervention. By adopting such an approach, it seeks to be more proactive in identifying and responding to special needs through earlier intervention. THE INDIVIDUAL EDUCATION PLAN (IEP)

An Individual Education Plan (IEP) is written in collaboration by the special educator, class teacher and parents of the child. An IEP charts the learning or behavioural targets that the child is working towards, and describes the strategies and arrangements needed to help the child achieve these targets. The targets are discussed with the child in age-appropriate language and a hard copy of the IEP is also sent to the parents. Progress towards the targets is discussed at Parent-teacher meetings or by request at other times through discussions with the class teacher or SEN educators.

At the IEP review, decisions are made about the future actions that may be taken to meet the child’s needs. These may be to;

reduce the amount of help.

continue with the existing level of help with new targets being set

increase the level of intervention if there has been little progress. Once an IEP is setup it will be shared and reviewed with parents and staff working with the child. Parents’ role in the implementation of IEP and support program setup is crucial for the student’s development and progress.

PARTNERSHIPS We recognise that in order for students with special needs to achieve their maximum potential the key is to establish and maintain on-going partnerships with a number of parties. Specifically, such partnering members include the following

Partnership with other staff members within the school All departments and staff members within the school collaborate to ensure that the needs of SEN students are met. This collaboration is extremely important especially with the class teachers who remain responsible for working with the child on a daily basis. Partnership with other personnel in the school will enable SEN students to have access to psycho-social, health, canteen, sports, and transport facilities. The personnel responsible for working with the SEN students in these areas include;

School Counsellors

Curricular and Co-curricular teachers

School Doctor and Nurses

Transport staff

School Helpers Partnership with parents The school always seeks to build a positive relationship with parents and care-givers of children with special needs and the students themselves in the numerous ways:

Provide advice and information to parents about SEN provisions and arrangements for students with special educational needs

Get the parents input as well as that of the student in the framing of the IEP targets while also ensuring that the parents receive a copy of the child’s IEP

Invite parents to review progress towards the targets at the parent- teacher meetings or at end of term review meetings.

Encourage parents to have active involvement with the school to help their children to overcome their difficulties

Work along with parents in preparation to approach other professionals such as the external education assessors and outside agencies for expert assistance.

The school assists parents in scheduling appointment for external assessments.

The school provides a pre-assessment document detailing the performance of the student at school, to take to external agencies. These documents show that the child has significant difficulties and has not made progress despite being provided with appropriate help and support.

Conduct workshops for parents on related topics for increased sensitivity and understanding.

Partnership with assessment centres and training organisations

The school realises the importance of maintaining close ties and engaging a multi-disciplinary team to meet the additional needs required by SEN students.

This multi-disciplinary team provides formal diagnostic tests, advice on intervention and strategies

It offers training to the school staff providing various strategies to meet the needs of SEN students. These include speech and language therapist, Applied Behavioural Analysts (ABA), psycho-educationalists, occupational therapists and expert educational consultants.

Partnership with other mainstream and special education institutions The school has developed inclusive links with other mainstream schools. These links have mutual benefits for both staff and students. The school profits from curriculum expertise of the special schools which assist students to access suitable curriculum for them. These institutions in turn benefits from part time placements for their students, use of shared resources etc., This therefore results in;

Continuity and progression of curriculum provision

Transfer arrangements and reviews

Resources

Community service exposure for senior students

Shared expertise

Joint Initiatives

IN-HOUSE TRAINING OR PROFESSIONAL DEVELOPMENT TRAINING The school understands the need for teachers to be updated on latest methods and strategies and the enhancement of skills for working with SEN children. Appropriate training will be offered to teachers with the aim of ensuring that all staff can develop their existing skills and competencies so that they can confidently meet a wide range of pupils’ learning needs. Training is conducted in various forms:

Teachers conduct in-house workshops and share good practices and strategies with each other

Specialists are invited to provide an insight into specific areas of interest

Teachers attend training conducted by external agencies. Some areas in which teachers receive training are:

Identifying problems in children (educational, behavioural and socio – emotional)

Strategies in differentiation

Latest practices and trends in special education

Personal development

Sharing of practices that work

SPECIAL ARRANGEMENTS FOR EXAMINATIONS The school follows the Cambridge Curriculum therefore access arrangements are applied for the SEN student at Checkpoint Exams with the Cambridge Examination Board.

SEN students are considered in accordance with the regulations set by the Examinations Board.

These arrangements include accessing extra time, prompts, a reader, a transcript, a scribe, modified paper, use of calculator/ other assistive devices, coloured or modified paper.

Pupils will be only considered in accordance with the Exam Board regulations and recommendations made for individual students in their psycho-educational reports.

The arrangements sought should present the normal method of learning for the SEN student

The final decision regarding these arrangements remains with the Head of SEN department.

Once it has been agreed that a pupil qualifies for special arrangements it is the responsibility of the examinations officer to ensure these are implemented.

COMPLAINTS PROCEDURES Complaint procedures for the special education needs student mirrors the other complaint procedures which are normally followed by the school. MONITORING THE SUCCESS OF THE SEN POLICY Evidence of the effectiveness of this policy regarding progress in learning or improvements in behaviour for SEN students will be shown by:

On-going teacher and SEN teacher observations of the child in the daily classroom setting

Differentiated short-term planning by the teachers to meet the child’s needs Records and evidence of the child’s work showing progress towards curriculum

objectives Evidence of progress towards targets at the IEP reviews Records and evidence of the child’s progress towards improving behaviour Discussion at an appropriate level with the child about their progress Discussion with parents about the child’s progress Discussion with outside agencies about the child’s progress

EVALUATING THE SUCCESS OF THE SEN POLICY The success of the policy will result in the needs of all students with SEN being met by

having the systems in place to identify children with SEN as early as possible.

making use of good practice in planning for, teaching and assessing children with SEN .

regularly reviewing of the child’s progress against targets set.

providing additional intervention if progress is not adequate.

having a positive and effective partnership with parents. encouraging a multi-disciplinary approach whenever possible.

For further clarifications please contact:

SEN DEPARTMENT Al Salam Private School Email………………………………………………………………….