Inclusion Policy

 

 

*Volunteers will include teachers, parents, students and external professionals.
(Section Heads are also part of the discussion as and when required)

Rationale

Every person has a potential ability to become a positive contributor to society. Regardless of intellectual, physical or social backgrounds, all individuals have the faculties to flourish as active member of the community.
As an educational institution, Pakistan Educational Academy complies with the UAE Disability Act and the Law No. 29 of 2006, which guarantees the rights and protection in health, education, work entrepreneurship and public services for students with special needs and believes that all children should have equal access to a decent education.According Executive Council Resolution No. (2) Of 2017 and in line with Federal Law (2006) and Law No. 2 (2014),improving the education and outcomes of the determined students remain a priority for Dubai to promote Inclusion.This is how the UAE has chosen to view the attributes of persons with disabilities; a reflection of their strength of character, their perseverance and their courage. The inspiration for the development of Dubai Inclusive Education Policy Framework (2017) is clear in the words His Highness Sheikh Mohammed bin Rashid Al Maktoum who stated that ‘Determination, strategy and vision for the future are our real resources in the quest for excellence and success.’The Dubai Disabilities Strategy has a determined an aspirational vision to create a fully cohesive and inclusive society. One where the rights and access to equitable opportunities for people of determination are assured and protected. Under the leadership of the Executive Council of Dubai, and through the focus of ‘my community… a city for every one initiative, KHDA has the privilege of leading the Inclusive Education taskforce and the development of Dubai’s Inclusive Education strategy. This is just one strand of Dubai’s aspiration to be a fully inclusive city by 2020.   Accurate self-evaluation is a precondition for the improvement of provision and outcomes for determined students. This policy is aimed at creating general provisions for determined students and gifted and talented students. In the light of UAE Ministry of Education “Education for All” program, Pakistan Education Academy seeks to address the needs of students who require special assistance. This program aims to provide the guidelines that will be undertaken by the school to assist the determined students and gifted and talented students, in spite of their limited capacities, can quest to become positive contributors to society.
As everyone is capable of becoming valuable assets to the community, PEA upholds every individual’s right to cultivate his/her capacities regardless of how everyone else perceives him/her. No educational institution should hinder a child from striving to develop his/her potentials, and all reasonable ways must be exhausted to assist him/her in this pursuit. All children should be given an equal chance to learn, improve and thrive.

Inclusion
The diversity of the society in which our children are living, is addressed through the planned schemes of work which reflect the programs of study of the National Curriculum. Teachers are flexible in their planning and offer appropriate challenges to all pupils, regardless of ethnic or social background. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils or groups of pupils. This means that equality of opportunity must be a reality for all our children. We make this a reality through the attention we pay to the different individuals and groups of children within our school.
We aim to ensure:

  1. Full access to a broad relevant curriculum.
  2. That all teachers are teachers of all pupils (TDO's, EAL, and G&T)
  3. That pupil’s views and preferences are used to inform us.
  4. That we share information regularly with parents and value their role in the child's continued progress.
  5. All children with specific needs i.e. G&T, Underachieving, Emotional, TDO's are tracked, targeted and supported appropriately.

Objective
Our Objectives are to ensure that the curriculum is tailored to the needs of each child and that it extends to meet his/her experience. In order to meet the special educational needs of our children at Pakistan Educational Academy we must:

    1. Ensure that the determined students and gifted and talented students are identified as early as possible and are fully integrated into the classroom.
    2. Promote the all-round development and self-esteem of children, in keeping with the ethos of the school's inclusion policy, which seeks to create a warm and nurturing environment where all children feel valued and are encouraged to reach their full potential.
    3. Implement different teaching and learning strategies to maximize achievement.
    4. Identifythe roles and responsibilities of all staff to work with determined and gifted students& other under privileged groups.
    5. Ensure that all staff including non-teaching staff are provide with support and opportunities to develop their professional knowledge to work with such students.
    6. Maintain appropriate records and profiles of TDO's, G&T & other under privileged groups.
    7. Maintain good working relationships with parents and outside agencies to ensure adequate provision forthe determined one's and other underprivileged groups.
    8. Inform and involve the parents of TDO's & G&T to maximize the impact of support.
    9. Provide on-going training for all staff working with TDO's, G&T& other under privileged groups.
    10. Promote Inclusion in our school.

Scope
In consideration of the fact that PEA is a mainstream school, this program does not cover formal psychological assessment of children suspected to have special needs. Its scope is confined to identifying students who manifest signs and symptoms of having special needs, recommending them for further evaluation, providing them with differentiated activities to support their need and monitoring their progress. Psychological testing of the child is to be done externally by specialists at the discretion of parents.


The following categories/ groups of students receive assistance under the INCLUSION policy:

  • The Determined One's(TDO's):

Students identified as having physical ,intellectual, neurologicalor behavioral deficits that hamper their learning.

  • The Gifted and Talented(G&T):

Children having very high potential inintellectual function in gorany specific skill, who may need extra challenge oropportunities for developing their full potential.

  • Thesocio-cultural oreconomicallydisadvantaged:

Individualswhofacedifficulties in coping with school work due to differences in ethnicity, culture or economic status and need emotional and social support.

  • Individuals with language barrier

Individualshaving different mothertongue fromthe language ofinstruction in school

Principles
Inclusion is a journey with a clear direction and purpose equality of opportunity for all children and young people.
Following factors are crucial to the development of inclusion:

  1. Welcome for all disabled children, secure relationships and support for families when they need it
  2. Respect for difference and a commitment to building friendships and community to the benefit of everyone
  3. Equality of access to play, learning, leisure and all aspects of life
  4. The active participation of children and their families in decision-making
  5. A proactive approach to identifying and removing barriers
  6. Timely access to information and to people with empowering attitudes, supportive skills and expertise.
Strategies of Teaching and learning of Special Education Needs & Disabilities
The school is able to provide for children with a wide range of special educational needs through class room differentiation.

Children with behavioral, social and emotional needs (e.g. suspected/ diagnosed with ADHD/ADD, ODD) are to be assisted through differentiated classroom activities. Strategies for accommodating children with a fore mentioned disorders will be made available to teacher for their reference. Medical conditions or health related disabilities such as asthma, diabetes and allergies that affect a child’s school attendance are addressed by providing them with handouts of missed lessons and allowing for make-up work. Students with special sensory and physical needs (e.g. blindness or partial sight, deafness of partial hearing, etc.) are given preferential seating the classroom. Teachers should be informed if a child suffers from any of these conditions so that appropriate steps may be taken to help them. Children with identified/diagnosed communication and interaction needs are encouraged to use supplementary form of communication such as sign/body language, writing, etc. until they develop confidence in expressing themselves orally. Constant practice of oral skills should be made both inside and outside the classroom. This will supplement therapy sessions they are having outside the school setting. Learning difficulties such as dyslexia, dyscalculia, etc. will be given complementary assistance by the subject teachers concerned. An individualized from of instruction by qualified professional at parents’ discretion is needed to address these difficulties. The school will complement the individualized instruction by informing teachers of the child’s condition so that further assistance may be extended to them in the classroom. Although, physically disabled (motor skills impairment) students may also be present in the school populace. Class teachers will be asked to form a buddy system for disabled children, such that they will always have someone to help them carry out their everyday tasks. Buddies, however, will be oriented on how they can assist while at the same time encouraging independence in disabled peers.
Gifted and talented students will be given opportunities to showcase their talents through yearly activities headed by different subject areas. Clubs or organizations specializing in various areas of interests will be formed to allow these students to further hone their talents. Children who are placed in TDO’s list have an IEP (individual Educational Plan) and IBP (Individual Behavioral Plan) set up and G&T students have ALP (Advance Learning Plan). This will list a number of targets that the child needs to attain, and the method and resources that will be used to achieve the target. This will be delivered by the Inclusive Education Action Team members, Teachers and learning support assistance, and reviewed frequently to monitor progress.

 

Implementation
All children will receive a broad and balanced curriculum, relevant to the needs of the individual. Access to the curriculum is therefore facilitated by whatever means necessary to ensure that success is achieved. It would take collaborative efforts of many people to successfully meet the needs of a special child. The following are the persons and Departments who will take on various roles in the program:

Coordination of Inclusion Provision and Responsibilities

The Head of Inclusion/Champion is responsible for:

  • Overseeing the day-today operation of the Inclusion policy
  • Co-ordinating provision for TDO’s & G&T.
  • Ensuring there is liaison with parents and other professionals in respect of Special needs children
  • Managing teaching assistants
  • Advising and supporting other practitioners in the school
  • Contributing to the CPD of the staff
  • Ensuring that appropriate Individual Provision Plans are in place, that relevant background information about TDO’s & G&T students are collected, recorded and updated
  • Liaising with external agencies including the LEA’s and educational psychology services, health and social services, and voluntary bodies.
  • All staff is responsible for TDO’s & G&T students but we have additional teaching assistants that are deployed according to need.
  • The Head of Inclusion/Champion instigates and co-ordinates the formulation of Inclusion policy.
Role of Governing Body/Governor for Inclusion

The governing body should:

    • Ensure that provision is made for pupils who are TDO’s
    • Ensure that the needs of pupils with Special Needs are made known to all who are likely to teach them.
    • Ensure that teachers are aware of the importance of identifying, and providing for, the determined ones and Gifted and talented.
    • Ensure that TDO’s joins with all pupils in the activities of the school together, so far as is reasonably practical and compatible with the child receiving the special educational needs provision their learning needs call for and the efficient education of the pupils with whom they are educated and the efficient use of resources
    • Report to parents is included with the school prospectus, and a full copy of our Inclusion policy is available on request.
    • Continually monitored, evaluated and reviewedthe quality of Inclusion.

 

  • Heads of Department

          It is the responsibility of Heads of Faculty and Heads of Departments to make their staff aware of pupils with special needs in their classes and to ensure the delivery by their staff of an appropriate and adequately differentiated curriculum adapted according to the needs of the pupils.
They should ensure appropriate allocation of resources for Special Educational Needs and make requests to Inclusion Support Team tofacilitate, timetabling and staffing.
It is the responsibility of the Head of Faculty/Department to ensure Individual Provision Plans (IPP) is allocated to relevant staff and to oversee the administration of the extra provision.

 

 

  • Inclusive Education Action Team 

The Inclusive Education Action Team consists of the qualified professional and other school personnel from different department. They take full charge in implementing the policy from start to finish and are also responsible for gathering data for evaluating the program, and providing in-class and out class assistance to students when needed.
Teachers
The teachers play an active role in the Inclusion policy. The program for the child commences from the referral given by the teacher. The teachers are also responsible for carrying out the courses of action related to classroom instruction. This role is crucial as it forms the core of the Inclusion policy. If recommendations are not successfully implemented, than the child’s needs will not be met.
Parents
Equally important is the support from the parents. The task of educating the child does rely on the teacher alone. For the program to be fully successful, parents’ cooperation is also needed. Parents are expected to provide the school with copies of all medical, psychological or educational assessments or report on entry to the school. Such materials are the prerequisite in enabling us to provide the best education for your child. Failure to disclose any such information, including the deliberate withholding of information, may result in your child not making the expected progress in school.
Notify the Principal in writing if they are aware or suspect that their child (or anyone in his or her immediate family) has learning difficulty and the parents must provide the school with copies of all written reports and other relevant information. Parents will be asked to withdraw their child if, in the professional judgment of the Vice Principal , Head of Inclusion and the child’s teachers, after consultation with parents , the school suspects that such vital information about special needs has been deliberately withheld.
Main streaming for Students with Special Needs
The School believes that the admissions criteria should not discriminate against the determined students. All students will undergo base line testing and the school needs to be aware of any TDO’s upon application. The school will decide on what the best level of support is for each individual case and every effort will be made to admit students who PEA feel can be successful in our Academic program. The following outlines the procedures implemented in each building level.

  • All placements are subject to availability of seats.  
  • The In- charge Admission’s office receives all necessary documentation (updated medical, educational, or psychological assessment report, any relevant document from previous school (reports should not be older than one year), including other documents* required for admission procedure for a student’s file and then presents it to the Inclusion Head for review. The application for enrolment includes a document entitled “Confidential Letter of Recommendation Form” from the student’s former school which includes questions about any special learning needs. The enrolment application also includes a section where parents are expected to indicate any special learning needs of the student.
  • The student’s intake assessment and testing is then scheduled by the admission In- charge.
  • A thorough review of the application including academic transcripts from the former school is done by the Head of Inclusion and recommendations are then made for placement and any necessary academic support.
  • The application is then reviewed by the section head and principal.
  • The Inclusive Support Team arranges a meeting with the student and family about course scheduling and any academic support concerns.
  • Inclusive Support Team, Teacher and Learning Support Assistance (as necessary) confer before the start date of the student in order to discuss any particulars in their file.

If a student’s file includes an IEP or other similar plan from a previous school we
attempt to implement as many of the strategies as we possibly can. If there is no previous plan, but in our assessment of the student we discover that they may have
Challenges in certain areas we put strategies into place in order to help them be as successful as possible from their first day at PEA.
*For further details, refer to school’s admission policyavailable on school website.
Assessment Procedure
The following guide lines will be followed for identifying students with special needs:

  • Teachers fill out referral forms that specify the area of Concern (physical, behavioural, medical etc.) and give background information/observations of the child’s condition.
  • Inclusive Support Team evaluates the referral and conducts/ obtains the following to confirm the teachers observed conditions:
    • Interview/Informal assessment
    • Classroom observation
    • Feedback from other teachers
    • If the child manifests signs or symptoms of a special needs condition, Inclusive Support Team along with the teacher (who gave referral) meet with the child’s parents to recommend formal assessment, Parents will be informed of the observed condition and the provisions that the school can undertake to assist the child.
    • CAT 4 test and other checklists are also used for identification.
  • Concerned teachers are informed of the child’s case and given basic information on how to deal with the condition. Planned courses of action on how to help the child are relayed to them.
  • Inclusive Support Team follows up progress of the child through Interview/counselling. Updates are relayed to parents to make them aware of how their child is progressing.

Resources:

Disabled washroom, Inclusion/learning support rooms, has been designed full of resources to be used for students to enhance their skills
Extra/Remedial Classes
Person Responsible: Inclusive Education Action Team, Subject teachers, Learning Support Assistance, Volunteer teachers and Volunteers.
Duration: Throughout the year when needed.
Inclusive Education Action Team:
Inclusive Education Action Team will provide in-class and out class support and assistance to Determined and Gifted students when required or according to a scheduled plan made by Inclusion Head/Champion in which they will help subject teacher in teaching of students with special needs. Inclusive Education Action Team will also make monthly progressing report based on their assessments to make further improvement plans for Determined One’s.

  • Modified curriculum and IEP’s (Individualized Educational Plan) will be made according to the need of TDO’s which describe a clear understanding of the student and the student’s strengths and weaknesses and it will be implemented in the class or in Learning Support room by Inclusive support Team and Teachers as per requirement. The IEP is based on the student’s strength.
  • Advance learning Plan (ALP) will be made for Gifted students to polish their strengths.
  • Individual behavioral Plan (IBP) will be made for those students who have behavioral issues and Individual Plan should be made for those students who need extra help other than curriculum For example: medical condition and physical disability students.

Accommodations and Modification
Modified and accommodated lessons plans will be delivered in class and also accommodations in assessments will be done as per the requirement and students will be assessed on the basis of it.
Along with the modified curriculum, homework  accommodations will be  done according to the students strengths and weakness.
Monitoring outcomes
The monitoring outcomes of TDO’s and G&T students will be mentioned in their reports card and monitoring forms.Evaluation will be done by sections heads,HOD s and Inclusive Support Team.Graphs analysis will be done by Inclusive Support Team to see the progessing and weak areas of studnets to make proressive plans for TDO’s and reinforcement should be given to those students who showed progress and Gifted and Talented Students.

Volunteers:
We at PEA welcome enthusiastic people to work as volunteer for Inclusion department, they can be internal (teachers, students or other staff members) or external (Parents, professionals, students, interns).Volunteers will be given properly guidance and training that how they will help and assist the TDO’s and follow up to be recorded by Inclusion department.

*For further details, refer to school's assessment policy, available Here.

 

Liaison:
Parents will always be informed when an external agency becomes involved with their child. Regular liaison will be maintained with the following external agencies when required.

  • Inclusion Support Service
  • Psychological Services
  • Social Services
  • Health Services

 

Teachers Training and Development:
In service training needs related to special educational needs will be identified by the Principal and Head of inclusion in consultation with the staff and will be incorporated into the Continues Development Plan for staff.

Evaluating Success:
The school’s policy will be kept under regular view and evidence regarding progress will be collected and reviewed and further improvement plans will also be implemented to improve the learning skill and abilities

Summary

In Pakistan Education Academy Dubai we value each child as a unique individual. We will always continue to strive to meet the needs of all our children and seek to ensure that we meet all statutory requirements related to matters of inclusion.

 

 

 

1

 

Our School

About Pea

Chairman's & Principal's Messages

School Board

UAE National Agenda

Core Values

Facilities

Alumni

Policies

Admissions

Admission Criterion

Entrance Tests For Admission

Fees

Online Admission Form

Admission for SEND

Academic Sphere

Kg Wing

Primary Wing

Girls Wing

Boys Wing

For Parents

Communication With Parents

Parent Council Members

For Students

Student Council

Uniform

Discipline

Int. Bench Marking

Transportation

Student Wellbeing

News & Events

Newsletter

Latest News/ Events

Upcoming Events

Summer Home Work

 

Contact Us

Careers

Contact Details

Location Map