Department of Children with Special Educational Needs & Disabilities

SEND Policy
Responsiveness to Intervention Model [RIM]

1]. Background of the School

The Central school, Dubai a unit of NIMS Group and affiliated to the Central Board of
Secondary Education up to class 12 was established in March82 to cater mainly to the
educational requirement of the expatriate community in the U.A.E. The School was established
in 1986 under the dynamic leadership of Haji M.K. Kamaluddin. In April 1993, the school was
upgraded to senior secondary level. With the conviction that education must help children to be
flexible and to adapt to the changing world, the school has laid out extensive programmes in its
co-curricular activities apart from the classroom studies. Learning at Central takes place in a
friendly, firmly and supportive environment that encourages positive, individual and collective
achievement. The scheme of study develops in a manner both structural and flexible while the
link between the kindergarten, primary, secondary and senior secondary stages is integral and
phased.
The school abides by the Federal Law 29/2006 enacted by the Ministry of Education in the UAE.
The law promotes inclusive education which means that all students having disabilities have the
right to be educated to the extent possible with their age appropriate peers who do not
necessarily have disabilities.

2]. Philosophy
At TCS, we value children as individuals and recognize the diversity of our students. We are
committed to offering an inclusive curriculum to ensure the best possible progress for all
students whatever their needs, abilities or aspirations. We believe children have a common
entitlement to a broad, balanced and differentiated academic and social curriculum. We aim to
engender a sense of community and belonging. Generally, students with special educational
needs should be educated within their own age group. The guiding principles for Learning
Pathways are:
Teaching and learning is approached with an active awareness of learning difficulties.
learning differences.
Classrooms should offer a safe, supportive base where students can take up the challenge of
learning.
There is a focus on the development of self-esteem, as a fundamental contributor to
achievement.
Language and literacy is vital to successful learning and emotional well-being.
Transition is significant in the lives of children.

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3]. Policy Statement
The School has the duty of recognizing children with Special Education Needs and Disabilities
as fully participating members of a community of learners. All students should have equitable
access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of
their educational programs. The school will ensure that inclusion of students with Special
Educational Needs and Disabilities are facilitated through adherence to the Special Education
Guidelines adopted by the school

4]. Definition of Special Educational Needs and Disabilities

Students have special educational needs and disabilities (SEND) if they have a learning
difficulty, which calls for special educational provision to be made for them.

Students have a learning difficulty if they have a significantly greater difficulty in learning
than the majority of students of the same age.

Students have a learning difficulty if they have a disability, which prevents or hinders them
from making use of educational facilities of a kind generally provided for students of the
same age.

Student must not be regarded as having a learning difficulty solely because the language or
form of the language of their home is different from the language in which they will be
taught.
Or
A student may be considered to have special needs if his or her progress is affected by one
or a combination of the following:
Specific learning difficulties (e.g. dyslexia, dyscalculia, dysgraphia),
General learning difficulties (e.g. comprehension, attention, memory),
Communication difficulties,
Physical difficulties,
Social or emotional difficulties,
Behavioral problems,
Underachievement,
Persistent illness or medical problems,
Several changes of school, leading to gaps in general education,

Gifted Students: a students who is in possession of untrained and spontaneously expressed

exceptional natural ability in one or more domain of human ability. These domains include
intellectual, creative, social, physical abilities. In case of a gifted student, whilst exceptional
potential will be present, they may actually under achieve.

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Talented Students: a students who has been able to transform their giftedness into
exceptional performance. Talented students will always demonstrate exceptional levels of
competence in the specific domain of human abilty.

5]. Links to our Core Values and Aims

Core Values:
To guide and nurture individual development;
Promote loyalty, pride, spirit, belonging and caring;
Pursue academic excellence.

School Aim: Academic Progress

Systematically reviewing the curriculum to meet the needs of our students in the ever-
changing world;

Addressing the individual needs of all students including special needs, gifted and talented
and English language learners;

Recognizing that different teaching methodologies are essential for effective learning to take
place for all students.

6]. Rationale
Students with Special Educational Needs and Disabilities (SEND) enrolled at TCS are provided
with access to an appropriate curriculum and support services delivered by SEND specialist
staff. All teachers are teachers of students with special educational needs and disabilities in The
Central School [TCS] Dubai.

The SEND department professionals, teachers and parents work in partnership to identify needs
of the children and use best practices when devising suitable interventions. TCS SEND policy
specifies that a student may have a special educational need if he/she has: 1]. A learning difficulty
greater than the majority of his/her peer group 2]. Is extremely able by comparison to his /her
peer group and/or 3] has a disability which is impairing his/her learning.

Students are recognized as individuals, developing at their own pace, academically, socially and
emotionally. However, many students will experience at some point of time need for special
education which may arise from one or more of the following: learning difficulties, gaps in their
learning, emotional or behavioral difficulties, sensory or physical difficulties, medical conditions
or long term absences.

7]. Mission
The mission of the TCS SEND department is to identify the students with special
educational needs & disabilities adhering to the criteria set by UAE Federal Laws for

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 students to avail supportive education to become the active members of the global society by
including them in National Agenda, 2021.

TCS Leaders are committed in providing specialized professionals for children with SEND
and bench mark in inclusive education.

SEND Department collaborates with teachers and parents in the intervention processes of
the children who have diverse academic and psychological needs.

SEND Department is committed to Research and Development (R&D) in Educational

system by designing, structuring and the dissemination of knowledge according to ages and
strengths of children.

To share the knowledge of R&D with other professionals in the field through Newsletters
and other Medias.

To keenly monitor and encourage the alumna to be a part of our school and contribute for
the welfare of the institute

8]. Vision
To build child-significant relationships within and out of the school premises

To make the school accessible and barrier free for all the students

Striving to excel in assessment programs by modulating the curricula

To bring the knowledge to the level of the student by finding a way to conceptualize the
idea.

9]. Aims of Special Educational Needs and Disabilities [SEND] Policy

A].To identifies children with SEND as early as possible through Observation, Screenings,
Psycho-educational Assessments, Diagnostic Tests and Admission Procedures.

B].To ensures that SEND students have equal access to a broad, balanced curriculum.

C].To work with management in formulating an accessible curriculum for all students.

D].To collaborate with parents and class teachers to ensure that SEND students lessons are
modified and differentiated.

E].To provide information to class teachers about SEND students, their difficulties and
recommend strategies for their educational provision, sharing examples of good practice.

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F].To use Individual Education Plans to break down learning into specific targets.

G].To continually monitors the progress of all students with SEND

H].To advice on areas of under-achievement by monitoring referral patterns

I].To ensures that parents are involved in their childs learning and gain an understanding of
their Special Educational Needs and Disability.

J].To involves children in the development and review process of their Individual Education
Plans [IEPs]

K]. To liaise with outside agencies whenever required

L]. To support staff to build appropriate in-class strategies.

10]. Achieving Aims

A]. We aim to Support the Vision & Mission Statement of the School
We, the SEND professionals, students, parents, teachers and community of TCS, provide a
caring, safe and stimulating environment where we strive to make every student feel valued,
happy and successful.

We appreciate ourselves and others as individuals with rights and responsibilities, acting as
conscientious global citizens by:
Providing a caring environment that supports individual students needs
Working collaboratively with students, parents, and teachers
Providing realistic student goals that promote success and self-confidence
Further developing the school communitys understanding of SEND in society and our world

B].We aim to enable students with Special Educational Needs and Disabilities (SEND) at
TCS to reach their full potential by:
Identifying at the earliest opportunity any student who has SEND and implement action to
deal with those needs

Having students educational details maintained on a school SEND register

Ensuring that the SEND teacher has formally assessed all identified students

Planning, implementing and regularly reviewing students Individual Education Plans (IEPs)

Monitoring the progress of SEND students through the use of current data and against
identified targets

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 Maintaining a confidential SEND file for each student containing all relevant documents and
reports

Supporting close links with SEND students parents at all times and involving them in the
initial assessment procedures and continual review of the students progress

C]. Clearly describe the admissions procedure for SEND students

Each application to TCS is treated on an individual basis.

Applications to the School for students with SEND concerns are processed via the
Academic and Public Relations Manager. Discussion with parents/cares about the ability of
the school to support individual students will be undertaken with the SEND Coordinator
and Counselor of Student Services on the application.

Students entering TCS complete an admissions assessment. Additional assessments may be

required if more information is required to determine the level of support required for the
student. The SEND Coordinator and Counselor of Student Services will assess the student
and provide feedback to parents, Head of Section, and Principal.

In some cases students with SEND will be admitted in TCS if it is considered that they will
be in a position to access the curriculum if supported by a Shadow Teacher/Volunteer
Parent.

At TCS, we have four (04) Specialists to deal with moderate to severe learning difficulties
and psychological disorders in students.

D]. Explain the Internal Referral Procedure

Teachers are responsible for the individual progress of all students in their class and for the
initial observations, identification, and referral of student with special educational needs and
disabilities

Referral forms and flowchart are available on the notice boards in the supervisors office.
Following completion of a referral from the subject teacher the SEND department completes
detailed psycho-educational assessments. The assessment results are discussed with the teacher
& parents and the type and frequency of provision are allocated according to the special needs.

The referral flowchart is used to show the variety of paths of support that a student may take
and the relationship among the SEND specialist, parent, student, teacher, and a concerned HoS.

E]. External Referral System

Referral of the student to outside agencies such as Educational Psychologists, Pediatricians,
Psychiatrists, Speech therapists and Occupational therapists for further assessments is

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completed in consultation with the parents. Results of these additional assessments are filed
and used to enhance provision for the students with SEND and Gifted & Talented.

F]. Outline the method of identification, initial screening, psycho-educational assessment

and provision
The common identification process is currently being used in all the phases of school [K-12]. The
identification process of New Students with SEND and Gifted &Talented starts from the
admission test [NIMSALT]. The NIMSALT is based on curriculum, comprehension, life skills
and spatial abilities. Students whose evaluations scores are below 7.50 are considered SEND,
Scores 7.50 to 22.50 is considered average and the scores above 22.50 are considered as G&T.

The subject teachers of all grades [K-12] have been trained on effective SEND observations and
screenings in classrooms. 1st 15 days of the month of April are specified for teachers to have
effective observations of students and find out who are having learning difficulties, socio-
behavioral & emotional issues and higher mental abilities in their respective classes. The
screenings [SWIT (Students Wave Identification Test) & ICES (Identification Checklist for
Exceptional Students)] will be conducted from 15th to 25th April, 2017 on the observed cases. The
SWIT is the combination of two standardized scales [Vanderbilt ADHD Diagnostics Teacher Rating
Scale and the Behavioral Checklist for the Screening of the Learning Disabilities].

The Scoring pattern of SWIT has been categorized by the SEND Coordinator to differentiate
waves. If the student has no score on SWIT, the student will be an average student. The average
students will be on 1st Quality Inclusive Teaching by Teachers [1QITT] and it will be
considered as Wave-1.

The scores between 0-49 on SWIT will be interpreted as the borderline cases and the
interventions will be 1st Quality Inclusive Teaching + Internal SEND services +
Individualized Learning Plans [ILPs]. These cases will be considered as Wave-2.

The scores between 49-195 on SWIT will be interpreted as Mild to Severe Cases and the
interventions will be 1st Quality Inclusive Teaching + Internal SEND services +
Individualized Educational Plans [IEPs] + External Therapies & Consultations +
Concessions & Exemptions. These cases will be considered as Wave-3.

The school follows an International Wave System [IWS] which helps us to understand the
psycho-educational intervention at three different levels. The ICES checklist is yes or no type.
Subsequently if the number of ratings as yes is more, that student will be having higher
characteristics and abilities of the gifted and talented student.

After completion of SWIT and G&T Screening teachers will fill the referral form and submit
both screenings and referral form to the concerned SEND professional. The parent will be called
for a meeting and detailed psycho-educational assessment and history will be taken by the
SEND Professional and the diagnosis will be communicated to the parent. All the care and

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support services for the SEND student and parents will be explained and a contract will be
signed by the parents and SEND Professional for the acceptance of SEND service delivery and
special provisions [Concessions, Exemptions, and Subject Accommodations etc.].

G]. Subject Teacher Records & SEND Departmental Support

The students subject teacher will formally discuss his/her progress with parents, SEND
professional, SEND Coordinator, HoDs, Supervisors, HoS and/or Principal. The subject teacher
then immediately completes referral form and provision is delivered through curriculum-based
strategies. All subject teachers have responsibility for identifying and meeting the educational
needs of all students, whatever their learning difficulty. These needs are seen as the
responsibility of the whole school for two reasons: 1]. Students must as far as possible be
included in the life of the whole school and 2]. Support must be maximized by giving all
teachers a responsibility for promoting the achievement of students with special educational
needs and disabilities.

All subject teachers are responsible for their ILP, IEP and ALP students case files with proper
evidence [Differentiated Worksheets, Differentiated Teaching Strategies, Classroom
Accommodations, Curriculum Modifications & Adaptations, TLM Materials, SEND
Communication Dairy Writing, Activity Photographs, Assignments, and Video Clips etc.].
These case files should be regularly updated and the information should be shared with all the
stakeholders.

H]. Summaries the planning, implementation, and review of ILPs, IEPs & ALPs
All ILPs, IEPs should be planned for the duration of 2 months and ALPs for 3 Month. The
total no. of ILPs, IEPs will 4 and ALPs will be 3 in an academic year.
The effective implementation of ILPs, IEPs, and ALPs with differentiation will be regularly
checked and followed by the concerned SEND Professional. Wherever subject teachers need
support from SEND professional to implement interventions [ILPs, IEPs & ALPs],
immediate support will be provided.

Parents as key stakeholders will be consulted as part of the planning and reviewing process
of their son/daughters psycho-educational intervention [ILPs, IEPs, and ALPs]. The roles
and responsibilities for parents will be specified by the subject teachers and the concerned
SEND professional in the intervention process of their child at school and home.

All ILPs, IEPs will be evaluated and reviewed after every two months. The review team
[Parents, Student, Subject Teacher and SEND Professional] will discuss all the areas of
intervention, success criterias, changes and modifications in interventional strategies and
progress made by the student with continuous supportive services.

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I]. Monitoring Progress and Evaluation
Students progress is carefully monitored through the use of classroom observations &
assessments, SEND SWIT screening and ILPs, IEPs, ALPs progress against the objectives
specified in their intervention plan.

Following the review of students progress, the SEND professional in collaboration with
class/subject teacher and parents, make decisions as to the level of support required to
improve the students progress.

SEND professionals bi-weekly observations to students, discussions with teachers, in-

support and remedial classes will help him to understand the present progress level of the
student.

The teacher monitors students performance as part of ongoing observation and assessments.

Standardized screening or assessment tools administered by the SEND department

professional to check the scores of pre-test, post-test and interpret progress based on these
tests.

In the event of a student being removed from the SEND register, monitoring of their ongoing
progress will be through reviews carried out by the SEND department.

J]. Explain Examination Arrangements

Some students will be allowed special examination arrangements as a result of learning
difficulties or medical problems. The application is made through the SEND Coordinator &
Principal and submits through school registrar to the concerned board [CBSE]. The SEND
Coordinator works in conjunction with the Schools Registrar Examinations in preparing the
applications for the exemptions and concessions for the students with special educational needs
and disabilities.

In general, students will be granted special concessions only where:

There is a documented history of SEND provision over a considerable period, and certainly
since before the year in which examinations are taken

There is documentary evidence from a qualified person of a specific learning difficulty such
as dyspraxia or dyslexia, or evidence of illegible handwriting, or medical evidence of a
disability
Reasons for Granting Concessions:
A specific learning difficulty such as dyslexia: extra time or a reader
A medical problem: rest breaks

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 Hearing impairment: an individual room or a reader
Visual impairment: enlarged or colored examination papers
Illegible handwriting, severe dyspraxia: a scribe or amanuensis, or word processor

K]. Establish and maintain a collaborative partnership with teachers, learning support staff
and parents
Ensuring effective communication with parents and empowering them
Parents are consulted and informed at every stage of their student's education

Contact is maintained via parents evenings, telephone calls, email, review meetings and the
SEND communication diary etc.

Having positive attitudes towards parents, respecting the validity of differing perspectives

Providing user-friendly information and procedures, and being aware of the needs parents
might have in respect of a disability or communication and linguistic barriers

Being aware of the pressures a parent may be under because of the students special needs
Acknowledging the importance of parental knowledge and expertise in relation to their own
son/daughter

Gaining parental permission before referring students with special educational needs and
disabilities to other professionals for supportive services.

Information about the Terminologies used by the SEND Professionals

Inclusive Education: Inclusive education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to learn, contribute and
participate in all aspects of the life of the school.

Inclusive education is about how we develop and design our schools, classrooms, programs and
activities so that all students learn and participate together.

Disability: A long-term physical, mental, intellectual or sensory impairment which may hinder a
students participation in the curriculum.

SEND: Educational needs that are different from those of the majority of students. Students with
SEND require additional support or challenge in order to make good progress.

A child of compulsory school age or a young person has a learning difficulty or disability which
prevents or hinders him or her from making use of facilities of a kind generally provided for others
of the same age in mainstream schools.

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Learning Skills: A set of skills that enable students to gain knowledge, skills and understanding
may include a preference for learning in an auditory, visual or kinesthetic way and include a spirit
of enquiry, research, working independent of the teacher, alone or with others.

Differentiation: An effectively differentiated curriculum meets the needs of students with a range
of learning styles and ability levels. A differentiated curriculum is essential for gifted and talented
learners whose potential is unlikely to develop without special educational provisions.

Learning Difficulty-I: Below average general intellectual functioning often reflected in a slow rate
of maturation, reduced learning capacity and inadequate social adjustment.

Learning Difficulty-II: Significant learning difficulties which have a major effect on participation
in the mainstream curriculum, without support.

Profound and Multiple Learning Difficulty (PMLD): Complex learning needs resulting in
severely impaired functioning in respect of a basic awareness of themselves, the people and the
world around them. They may include physical disabilities or a sensory impairment. A high level of
support is likely to be required.

Assessed Syndrome: Genetic cause has been identified, and the collection of symptoms is
genetically related. Examples of syndromes include: Downs syndrome, Stickler syndrome and
Williams syndrome.

Dyslexia reading Problem: Dyslexia is a specific difficulty with learning to read fluently and with
accurate comprehension despite normal or above average intelligence. This includes difficulty with
phonological awareness, phonological decoding, processing speed, orthographic coding, auditory
short-term memory and language skills/verbal comprehension.

Dysgraphia - writing/spelling Problem: Dysgraphia is a specific learning difficulty that affects

written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and
trouble putting thoughts on paper. Dysgraphia can be a language-based and/or non-language-based
disorder.

Dyscalculia Calculation Problem: Dyscalculia is a specific learning difficulty that affects the
ability to acquire arithmetical skills. Learners with dyscalculia may have difficulty understanding
simple number concepts, lack an intuitive grasp of numbers and have problems learning number
facts and procedures.

Dyspraxia Problem in fine and gross motor skills: Dyspraxia goes by many names:
developmental coordination disorder, motor learning difficulty, motor planning difficulty and
apraxia of speech. It can affect the development of gross motor skills like walking or jumping. It can
also affect fine motor skills or speech. Dyspraxia is not a sign of muscle weakness. It is a brain-
based condition that makes it hard to plan and coordinate physical movement.

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Behavioral, Social, Emotional Problems: Behavior that presents a barrier to learning Emotional
problems such as depression, eating disorders, attention deficit disorder or attention deficit
hyperactivity disorder (ADD/ADHD), Oppositional Defiant Disorder (ODD), Conduct disorder
(CD), childhood psychoses and syndromes such as Tourettes.

Speech and Language Disorders: A). Expressive language disorder problems using oral
language or other expressive language. Students understanding of language is likely to exceed their
ability to communicate orally.

B). Receptive language disorder problems in understanding oral language or in listening.

C). Global language disorder difficulties with both receptive and expressive language. Global
language disorders affect both the understanding and use of language.

Federal Law No. 29/2006 regarding the Rights of the People with Special Needs

Education
Article (12): The state shall guarantee for the person with special needs equal opportunities for obtaining
education in all educational institutions, educational and vocational training, adult education and continuing
education as part of regular classes or in special classes, if needed, with providing the curriculum in sign language or
in the form of (Braille) and through any other methods as appropriate. Special needs do not constitute in themselves
an impediment in seeking affiliation or enrollment or admission to any educational institution, whether public or
private.

Article (13): The Ministry of Education and Ministry of Higher Education and Scientific Research are committed to
take appropriate measures in cooperation with the concerned authorities to provide educational diagnosis and
curricula, easy methods and techniques for teaching purposes. They will also work on providing alternative strong
communication methods to communicate with people with special needs, and developing alternative strategies for
learning and accessible physical environment and other such means necessary to ensure the full participation of
students with special needs.

Article (14): The Ministry of Education and the Ministry of Higher Education and Scientific Research in
cooperation with the concerned authorities shall provide academic disciplines to equip the people working with
the people with special needs and their families both in the areas of diagnosis and early detection, educational,
social, psychological, medical or vocational rehabilitation, and to ensure the provision of training programs during
the service to equip the staff with expertise and modern knowledge.

Article (15): Under a resolution of the Council of Ministers a committee is formed, which is called (specialized
committee in the education of people with special needs). This committee is headed by the secretary of the Ministry
of Education and under the membership of representatives from the concerned authorities. The Minister of
Education promulgates Code of Conduct for this committee and its meetings. The committee shall, in particular,
undertake the following:

1]. Developing executive programs to ensure equal opportunities for education for all people with special needs
from early childhood in all educational institutions in their regular classes or in the specialized educational units.

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2]. Developing a systematic structure for the educational programs and preparing educational plans to keep up the
spirit of the age and technical sophistication commensurate with the developmental and psychological features of
people with special needs

3]. Organizing all matters concerning the education of people with special needs such as programs, procedures,
methods and conditions of enrolment in regular classes and appearance in the examinations.

4]. Laying down policies for rehabilitation and training of cadres of educational manpower working in the field of
people with special needs.

5].Providing advice, technical and educational assistance to all educational institutions that wish to receive people
with special needs and considering requests for funding for the equipment and technologies, and rehabilitating the
educational environment of the institution.

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