Login | Register
Email Twitter Facebook YouTube Google+ 2013 Survey

The Top UAE Schools Offering SEND Mainstream Inclusion

The Top UAE Schools Offering SEND Mainstream Inclusion

IB Curriculum Schools

Greenfield Community School

Curriculum: IB

No of Students with SEN: 87

Years: 4 to 18

Location: Green Community, Dubai

What the KHDA says: Communication between the school and parents was positive. Parents received regular informative reports and attended regular meetings about the progress their children were making.

The school effectively tracked the progress made by students with SEND, using data analysis from external testing, internal teacher assessment and a case study approach. This information showed that over time students became better prepared for the next stage of their lives.


Summative assessments were modified to make them accessible to students with SEND.

Which SEN do you currently cater for/accept in your school? We cater for all students whom we can accommodate and ensure that we are able to cater for their needs.

Can you outline the current SEN staff and their roles? Head of Student Support – Manages the register for K-12 for SEND, EAL and G&T Students.  Works with teachers on various areas and provides professional developments.  Assists teachers if there are any queries of students who are not identified as a concern.  Works with admission department to ensure that the new applicants if there are any additional needs.  In-class support to Grade 12s and works with Grade 10 on a weekly basis on their personal project and/or other subjects which they may need assistance with.

Primary SEND Teacher – works with students from Grade 1-5 on a weekly basis (four times a week for 40 minutes each).  Works closely with the Primary teachers to ensure SEND students are supported within the mainstream. Updates the Student Passports termly and communicates effectively to the parents and teachers.

Primary SEND Learning Assistant – works closely with the Primary SEND Teacher.  She is able to do some in-class support to assist students in mainstream.

Secondary SEND Teacher – works with students from Grade 6-9 on a weekly basis twice a week for 80 minutes each.  Also does in-class support where its needed – with Grade 11 IBCP students and some of our MYP students. Review Student Passports with the students on termly basis.

Can you describe your specialist SEN facilities? We have two SEND facilities in Primary and Secondary.  We have opened up Mindfulness Room and .Stop and Breathe within the library where all children able to calm and learn meditation techniques.

What is your school’s policy on shadow teachers? An ILSA gets paid by the parents.   During admissions, if we find a student that may require an ILSA, during the acceptance letter, we mention that this is a conditional offer.

Can you outline your policy when accommodating a child with SEN? We follow the Inclusion Policy which is provided by Taaleem.  We have three levels which all Taaleem schools use –

Level 1 – Students on the register and are being monitored (mainstreamed 100%)

Level 2 – Students who see our SEND Teachers during the MFL programme and a few are exempted from Arabic.

Level 3 – Students who are supported by the ILSA and SEND Teachers.

What is the application procedure for parents with a SEN child at your school? On the application there is a question which queries if the child has any additional needs,  we ask for all the paper work and documentations and move forward.   If need be the HoSS and the Grade Level Coordinator visit the child in their setting after receiving permission from their current schools.


Jumeriah Baccalaureate School (JBS)

Curriculum: IB

No of Students with SEN: 39

Years: 3 to 18

Location: Jumeirah, Dubai

What the KHDA says: The majority of students with SEND made good progress. Teachers were fully aware of individual students’ needs and consistently offered personalised, academic support.

The procedures for reporting to parents were based on a model of trust, sensitivity and mutual respect. The quality and range of information were practical, supportive and were managed in a confidential, sensitive manner.

Across all phases, parents were involved in most aspects of their child’s education. Engaging positively with parents was a key principle of the school’s ethos. Feedback was highly valued and parents were encouraged to contribute to policy and provision.

The school employed expert counselling and guidance staff to monitor students’ well-being and offer guidance on career choices.

Which SEND do you currently cater for/accept in your school? We accept all SEND students. We currently have the following ‘types’ of students – BSE, Communication& Interaction. Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia, Medical Conditions, Physical Disability, Sensory and Speech & Language.  Including Down Syndrome, Cerebral Palsy and Selective Mutism.

Can you outline the current SEN staff and their roles? Director of Extended Learning – experienced Primary Head Teacher; Secondary SEND teacher – licenced Educational Psychologist; Primary SEND teacher – qualified and experienced in SEND; KG SEND teacher; 2 x SEND learning assistants; 2 x EAL teachers; qualified whole school counsellor; qualified careers & guidance counsellor.

Can you describe your specialist SEN facilities? Every SEND teacher has their own teaching room.  We have a wide range of resources, a sensory room, 2 x EAL classrooms, separate room for the counsellor.  We have no specific therapy room but we have rooms we can use.

What is your school’s policy on shadow teachers? ILSAs are generally found and paid for by the parents.  We support the finding of the ILSAs if parents would like us to. JBS have t approve the ILSAs before they start and all of their paperwork is collected by Director of Extended Learning and stored with HR. They are line managed by the DoEL and we have fortnightly meetings.  They have training and are invited to all in-school training sessions.

Can you outline your policy when accommodating a child with SEN? Levels of support for students are provided based on their individual needs.

Level 1 students are support fully within the classroom by the class teacher and the Learning Assistants. They have more simple, Level 1 passports, the teachers set the goals and the SSS Team monitor the progress.

Level 2 students receive support from the SSS Team.  They usually have Educational Psychologist Reports or Occupational Therapy or Speech and Language Reports. They receive support in class or are withdrawn from class to be supported by a member of the SSS Team or External Agency/Therapy.

Level 3 students have full time support from Individual Learning Support Assistants, they have Pupil Passports with clear goals and they either have support from the SSS Team or they are fully monitored by the team.

Tracking data – CAT4; IBT; school reports; Taaleem writing; PM benchmark; NGRT;

What is the application procedure for parents with a SEN child at your school? The Student Support department are fully involved in the admissions process and assess any students of concern as a team with the admissions officer.  The Heads of School are fully aware of the discussions and also approve the decision and ensure the school is fully prepared and informed before a student starts.


Uptown School

Curriculum: IB

No of Students with SEN: 83

Years: 3 to 17

Location: Mirdif, Dubai

What the KHDA says: Students with special educational needs and disabilities (SEND) made very good progress in their individual personal and academic goals and good progress in their class work. Their progress was very carefully monitored.

The school kept all parents fully informed of their children’s progress and well-being. Consequently, parents had a very good understanding of the provision for their children, their personal and academic goals, and their next steps in learning. Parents had excellent formal and informal communications with the school during face-to-face meetings and through regular e-mails and other updates.

Parents greatly valued the personalisation of the support given to their children and the dedication of the school staff towards meeting needs. They felt that the caring ethos of the staff towards both students and families was also reflected in the inclusive attitudes of other students. They considered their children to be nurtured, popular and happy in school.

Which SEND do you currently cater for/accept in your school? No SEND students are exempt. We currently cater for and accept all SEND categories as set out by the KHDA.

Can you outline the current SEN staff and their roles? We currently have five SEND full time SEND specialist teachers that work throughout the school from Early years to Secondary and these are further supported by three specialist SEND Learning assistants. We have three fully trained school counsellors who support through the school. With the addition of  2.5 EAL teachers and the Head of Student support who leads the team.

Can you describe your specialist SEN facilities? At Uptown every SEND teacher has their own dedicated teaching room, with a wide range of resources to support students. Additionally we have four therapy rooms, which are equipped and resourced, for in school therapy and to allow outside therapists ABA, OT  SLT  and behaviour to do individual therapy sessions with students

What is your school’s policy on shadow teachers? Individual Learning Support Assistants, they are paid for by the parents, but closely line managed by the Head of Student support and the team. ILSAs are always employed with the closest scrutiny ensuring they are really required and positively work to support an individual, we provide on going line management and regular training opportunities.

Can you outline your policy when accommodating a child with SEN? Tracking each student’s academic, social and emotional progress and using the resulting knowledge to plan provision for the individual or groups of students.

Correctly identifying and then seeking to overcome potential barriers to students’ learning or their full participation in school life.

Developing and deploying our resources to best reflect the various levels of need experienced by students.

Taking care to ensure that vulnerable students, including those with identified additional or Special Educational Needs and Disabilities (SEND) are appropriately supported.

Sharing any concerns we may have regarding a student with their parents or carers and then seeking to work together with them, for the good of the student.

Liaising closely with professionals from other students’ services or external agencies involved in the care and support of students.

Ensuring that schools have access to appropriately qualified and experienced staff.

Providing teaching and non-teaching staff with the support and training they need in order that their work promotes the best outcomes for each student

Personalising the Curriculum: School leaders and teachers are responsible for ensuring that the curriculum, in its narrow and broadest senses, is personalised to match the needs of the students who attend the school.

Schools currently use bespoke versions of recognised national and international curriculums to support the staff, at all levels, in planning the curriculum.

The school has long term Curriculum Maps which are used by grade-level or year teams and individual class teachers and subject specialists to plan appropriate, differentiated activities for all students. This would include staff ensuring appropriate cross-curricular links are made and develop learning to match individual rather than age expected needs.

School leaders also ensure that the principles of inclusion are applied to all activities with which students engage in at school or on educational visits; this includes the variety of ECAs that are offered and break and lunchtime activities.

All members of the school community are expected and encouraged to adopt behaviours which support the school’s inclusive ethos.

Head of Student Support: Our school has a Head of Student Support who is a member of the Senior Leadership Team (SLT). The Head of Student Support takes the leading role in coordinating support and provision, particularly regarding students and families in the aforementioned groups.

What is the application procedure for parents with a SEN child at your school? Students apply through the online application process and the paperwork and reports are passed directly to the Head of Student support to work with the admissions team to process the application.


Pages: 1 2 3 4 5

1 2 3 4 5

Share YOUR experience... Have your say here...