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The Top UAE Schools Offering SEND Mainstream Inclusion

The Top UAE Schools Offering SEND Mainstream Inclusion

Pre- Schools/Nurseries

The Children’s’ Garden Barsha

Curriculum: Modified UK Early Years

No of Students with SEN: Not stated

Years: Foundation

Location: Al Barsha

What the KHDA says: Not Applicable

Which SEND do you currently cater for/accept in your school? We accept and would welcome any challenges providing it was the right placement for the child.

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Can you outline the current SEN staff and their roles? HB and all Heads of School are trained and experienced in inclusion. SN (DH at TCGB) is also leading some day to day strategies to improve class teacher pedagogy. We are currently working with Andrew Westerman and are almost complete with the design ad systems in our SEN provision.

Can you describe your specialist SEN facilities? Sensory room, large physical spaces, quiet spaces. Building is fully accessible to those with physical difficulties. Resource provision is currently being reviewed but we have adapted resources for our current children who need them.

What is your school’s policy on shadow teachers? Shadow teachers are very welcome and parents pay. Head of school usually meets with them and they are invited to all staff training etc. (at the parents cost) clear guidelines and expectations are given to both shadow and parents. We currently have 3 at TCG. These arrangements are reviewed regularly with both the shadow and the parents.

Can you outline your policy when accommodating a child with SEN? We are in the process of writing this but it will be a extremely inclusive policy of provision that supports any children with SEN providing TCG is the right place for the child.

What is the application procedure for parents with a SEN child at your school? Same as every other application but HB/KG would usually have an additional meeting with parents (sometimes specialist docs/therapists etc.) and do specific observations in class/individually or in group settings depending on what is appropriate. We may also have discussions about an amended transition into TCG and accommodating that.

 

Dubai British Foundation (DBF)

Curriculum: Modified UK Early Years

No of Students with SEN: Not identified

Years: Foundation

Location: Jumeirah Islands, Dubai

What the KHDA says: Not Applicable

Which SEND do you currently cater for/accept in your school? We are a fully inclusive school and accept all children, regardless of need or challenge if we feel we can meet their needs, physically, emotionally and academically.

Previously/currently we have children with/waiting on diagnosis with: Visual Impairments, Hearing Impairments, Dyslexia, Dyspraxia, Dyscalculia, ASD, Global Developmental Delay, Emotional Behavioural Disorder, Language Delays and Physical Disabilities.

Can you outline the current SEN staff and their roles? SEND-Co: Deputy Head Muireann Carroll is also the schools’ SEND-Co. Plus our School Nurse: Founder of the Dubai ADHD and ADD Support Group which run information sessions and provide support to parents and families of children and young adults with ADHD and ADD.

All staffing at DBF are assessed on their level of SEN knowledge and their overall opinions on inclusive practices upon interview. Specific staff have been hired for their expertise in SEN i.e. Muireann Carroll and school nurse Rachel Jex and all staff are given ongoing in-house and out-sourced training in order to ensure the inclusive ethos of the school is nurtured and maintained.

Can you describe your specialist SEN facilities? The premises and accommodation have been designed to meet the needs of students so they can be fully included in the life of the school.

This is evident in DBF’s design: single-storey building: for ease of entry, access and movement, large open spaces: for ease of movement, the reflected layout in FS1 and FS2 to accommodate children with visual impairment: ease of movement and safety.

We also have ramps entering into the school building at various points, a disabled toilet  and the layout of the playground/ outside learning areas gives access to all children irrespective of their needs.

A generous amount of money from the Capex budget is allocated for specific SEN resources at the beginning of each year so as to ensure the purchasing of quality resources that support the needs of the existing and incoming SEN pupils at DBF.

A space is designated for SEND parent teacher evaluations and child assessments. It also facilitates the external agencies which work closely with the school to provide in-house OT and SLT sessions to our SEND children.  This is located in the Deputy Head’s/ SEND-Co’s office and serves as a welcoming and secure place for children with SEND needs.

What is your school’s policy on shadow teachers? DBF have a specific Individual Learning Assistant Policy which outlines the SEND-COs involvement with the allocation of ILSAs to children. In this policy it outlines the following in details:

The SEND-Co finds, interviews and facilitates the introductions/meeting of ILSA’s and parents to ensure that the needs to the child are met fully and the ILSA is reflective of the DBF ethos.

Contract is created by the school’s SEND-Co.

Parents make payment to the ILSA through the school accountant.

Weekly training, update and information meetings take place with the school SEND-Co and the ILSA team to ensure the high level of effective inclusion is maintained and the targets set for each child are being met using best practice methodologies.

Contracts are reviewed on a termly basis but in some cases this is monthly.

Children’s hours are reduced or cancelled if a distinct need for one to one support is no longer present.

All ILSA’s at DBF attend DBF staff meetings, workshops and training e.g. PD Jan. 29th Child Protection and Safeguarding Training Level 1. This is noted in their contracts.

Can you outline your policy when accommodating a child with SEN? Assessment: Initial & Continuous Initial Assessment takes place with school Principal on entry. If the principal feels or has noted from documents or through verbal communication that the child has or may have SEND needs then this child and their parents are referred to the SEND-Co for a further assessment. These assessments are one to one with parents present. They are play based and reflective of the DBF best practice Early Years methodologies.

A Baseline is created for all children using the age appropriate and then developmental stage appropriate EYFS Development Matters trackers. This is done by the class teacher with guidance from the Stage Leader and SEND-Co.

The child is then continuously assessed throughout the year and this information is recorded on the tracker.

These results are analysed on a termly basis and Provision Mapping is then put in place. These Provision Maps are stored on the One Drive.

All children have a Record of Achievement Book which reflects this tracker.

All SEND children are provided with a Target Book which requires the ILSA and the class teacher to record the work of the child so that progress is evident.

The Pupil Passport: Observations of the child take place by the SEND-Co, a draft Pupil Passport is created in response. A parents meeting is held so that the parents have meaningful input in this document. This is reviewed termly or on a 6/8 week basis dependent on need.

Communication: Daily communication between parent, teacher and ILSA is facilitated by our flexible starting times and our pick up and drop off procedures i.e. parents drop children to the classroom. A Home School Communication Journal is provided for each child. This facilitates daily communication between home and school. The ILSA writes in it daily and the teacher is required to write in it at least once per week.

Record of Achievement books and Targets books are shared with parents to communicate attainment and progress.

Coffee Mornings and information sessions are organised by the Head of Student Support to allow the parents to gather information about the external agencies working with the school to support our SEN children. Evidence: Term 2: Sensation Station Information Coffee Morning on Speech and Language Delays in Young Children.

What is the application procedure for parents with a SEN child at your school? The procedures are the same as any other child applying to DBF.

 

 

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