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. In line with Federal Law (2006) and Law No. 2 (2014), improving the education and outcomes of students with special educational needs (SEN) and disabilities remains a priority for Dubai. Accurate self-evaluation is a precondition for the improvement of provision and outcomes for students with SEND. This policy is aimed at creating general provisions for students with special needs. In the light of UAE Ministry of Education "Education for All" program, PEA 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 special needs students so that they too, 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.


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;

 Identify those children who have SEND as soon as possible.

 Provide intervention at a suitable level when a child is identified as having SEND.

 Use a variety of teaching styles, and cater for different learning styles to allow children with SEND to access the National Curriculum.

 Use resources effectively to support children with SEND.

 Assess and keep records of the progress of children with SEND.

 Work with outside agencies who provide specialist support and teaching for children with SEND.

 Inform and involve the parents of children with SEND so that we can work together to support our children.

 Encourage active involvement by the children themselves in meeting their needs.

 Provide on-going training for all staff working with children with SEND.

 Support the Every Child Matters agenda within the school.


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 needs and monitoring their progress. Psychological testing of the child is to be done externally by specialists at the discretion of parents.

 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 in 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.are given complementary assistance by the subject teachers concerned. An individualized form of instruction by qualified professional at parents' discretion is needed to address these difficulties. The school complements the individualized instruction by informing teachers of the child's condition so that further assistance is extended to them in the classroom.


Although, physically disabled (motor skills impairment) students may also be present in the school populace. Class teachers are asked to form a buddy system for disabled children, such that they always have someone to help them carry out their everyday tasks. Buddies, however, are oriented on how they can assist while at the same time encouraging independence in disabled peers.


Gifted and talented students are given opportunities to showcase their talents through yearly activities headed by different subject areas. Clubs or organizations specializing in various areas of interests are formed to allow these students to further hone their talents.


Children who are placed in SEND list have an IEP (Individual Educational Plan) and IBP (Individual Behavioral Plan) set up. This lists a number of targets that the child needs to attain, and the method and resources that are used to achieve the target. This is delivered by the SENCO or learning support teachers, and reviewed frequently to monitor progress.



All children 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:


a. Coordination of SEND Provision and Responsibilities

The SEND Co is responsible for:

  • Overseeing the day-to-day operation of the SEND policy
  • Co-ordinating provision for children with SEND
  • Ensuring that there is liaison with parents and other professionals in respect of children with SEND
  • 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 children with SEND is 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 children with SEN but we have additional teaching assistants that are deployed according to need.
  • The SENCO instigates and co-ordinates the formulation of our policy.


b. Role of Governing Body

The governing body ensures that:

    • Provision is made for pupils who have SEND
    • The needs of pupils with SEND are made known to all who are likely to teach them.
    • Teachers are aware of the importance of identifying, and providing for, those children with SEND
    • A pupil with SEND joins with all pupils in the activities of the school together, so far as is reasonably practical and compatible with the child receiving the SEN 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 SEND policy is available on request.
    • Quality of SEND provision is continually monitored, evaluated and reviewed.


c. Heads of Department

It is the responsibility of Heads of Faculty and Heads of Department 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 SENCO/Senior Management regarding support, timetabling and staffing. It is the responsibility of the Head of Faculty/Department to ensure Individual Provision Plans are allocated to relevant staff and to oversee the administration of the extra provision.

d. SEND Team


The SEND team consists of the qualified professional and other school personnel from different departments. 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.

The teachers play an active role in the SEND 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 SEND policy. If recommendations are not successfully implemented, they the child's needs will not be met.

f. 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. Parents should inform 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 are asked to withdraw their child if, in the professional judgment of the Vice Principal , SEND Coordinator and the child's teachers, after consultation with parents , the school suspects that such vital information about special needs has been deliberately withheld.



The School believes that the admissions criteria should not discriminate against students with SEND. All students undergo base line testing and the school needs to be aware of any SEND upon application. The school decides on what the best level of support is for each individual case and every effort is made to admit students who PEA feels can be successful in our academic program. The following outlines the procedures implemented in each Phase/Section:-


  • The Incharge Admissions receives all necessary documentation (any medical, educational, or psychological assessment report, any relevant document from previous school, including other documents required for admission procedure), for a student’s file and then presents it to SEND Department for review.
  • The student’s intake assessment and testing is then scheduled by the Incharge admission
  • SEND Coordinator assess the children coming into their specific grade level responsibilities whenever possible in order to build a personal relationship with both the parents and the student prior to the start date.
  • The SEND Coordinator also discusses briefly with the parents after the assessment and reviews the questionnaire that parents fill out regarding the specific learning needs of their child.
  • SEND Coordinator assesses the student and makes a recommendation for placement in PEA.
  • The Section Head then reviews the application and makes a recommendation for placement in their Section.
  • The application is then reviewed by the Principal and final decision will be taken about approval or otherwise.
  • After the registrar consultation with respective staff member regarding class placement, the SEND department is informed by the Admission’s office when a student is placed into a specific classroom.
  • If the student has a specific learning need that can be accommodated best in any one particular classroom the SEND Coordinator or section head discusses it with the teacher in question and then makes the recommendation to the admission incharge.
  • SEND Coordinator, Teacher and Learning Support Teacher (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, SEND team will review the document(s) and implement as many strategies as possible, while developing an IEP based on the documents provided. We attempt to implement as many of the strategies as we possibly can. If there is no previous plan, and our assessment of the student identifies challenges in academic areas we put strategies into place in order to help them be as successful as possible at PEA. [For further details, refer to school’s admission policy].


  • The Incharge Admission’s office receives all necessary documentation (any medical, educational, or psychological assessment report, any relevant document from previous school, including other documents* required for admission procedure) for a student’s file and then presents it to a SEND Coordinator 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 incharge.
  • A thorough review of the application including academic transcripts from the former school is done by the SEND coordinator and recommendations are then made for placement and any necessary academic support.
  • The application is then reviewed by the section head and the Principal.
  • The SEND coordinator arranges a meeting with the student and family about course scheduling and any academic support concerns.
  • SEND Coordinator, Teacher and Learning Support Teacher (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 policy].


The below guidelines are 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.
  • SEND personnel 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, SEN personnel 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.
  • 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.
  • SEND personnel follows up progress of the child through Interview/counselling. Updates are relayed to parents to make them aware of how their child is progressing.


Disabled washroom, SEND/learning support rooms,has been designed full of resources to be used for students to enhance their skills


Person Responsible: SEND team members, subject teachers, shadow teacher Volunteer teachers, Volunteers
Duration: Throughout the year when needed
SEND Team:
SEND team provides in-class support and assistance to SEND students when required or according to a scheduled plan made by SEN coordinator in which they help subject teacher in teaching of students with special needs. SEND team also makes monthly progressing report based on their assessments to make further improvement plans for SEND students.
Modified curriculum and IEP’s (Individualized Educational Plan) are made according to the need of SEND students which describe a clear understanding of the student and the student’s strengths and weaknesses and it is implemented in the class or in SEN room by SEND coordinator or SEND team members as per requirement. The IEP is based on the student’s strength. [For further details, refer to school’s admission policy].


Modified and accommodated lessons plans are delivered in class and also accommodations in assessments will be done as per the requirement and students are assessed on the basis of it.
Along with the modified curriculum, homework accommodations are done according to the students strengths and weakness.
Monitoring outcomes:
The monitoring outcomes of SEND studnets are mentioned in their reports card and monitoring forms.Evaluation is done by Sections Heads, Subject Leaders and SEND coodrinator.Graphs analysis is done by SEND coordinaor to see the progessing and weak areas of studnets to make proressive plans for SEND students

We at PEA welcome enthusiastic people to work as volunteer for SEND 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 help and assist the SEND student and follow up to be recorded by SEND department.
Parents are informed when an external agency becomes involved with their child. Regular liaison is maintained with the following external agencies when required.

  • SEND Support Service
  • Psychological Services
  • Social Services
  • Health Services


In service training needs related to special educational needs are identified by the Principal and SEND coordinator in consultation with the staff and is incorporated into the Continues Development Plan for staff.


The school’s policy is kept under regular review and evidence regarding progress is collected and analyzed. On the basis of analysis further improvement plans is implemented to improve the learning skill and abilities.




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