Inclusion Policy

INCLUSION DEPARTMENT

Equality and Inclusion

POLICY

Revised and Reviewed August 2023

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Introduction To achieve the aspirational vision of Vice president and Prime Minister, His Highness Sheikh Mohammed bin Rashid Al Makhtoum, to create a fully cohesive and inclusive society. The City School International, Dubai (hereafter will be read as TCSI) adopts the regulations of Dubai Inclusion Education Policy Framework (KHDA) and Inclusion guidelines from the Ministry of Education to the highest potential. The school is committed to being the fully inclusive school.

In the light of UAE Ministry of Education “Education for All” program, the policy includes all categories of students who may face a barrier to learningeither temporary or permanent. It also includes students at the other end of the spectrum, the gifted and talented.

The policy therefore allows for meeting the needs of all students who require support to reach their full potential by identifying and removing or mitigating barriers to learning. TCSI is committed to providing all students with every equal opportunity to achieve their maximum potential regardless of their age, gender, ethnicity or specific learning needs.

Aims and objectives TCSI is an inclusive school. This means that equality of opportunity must be a reality for our students. We make this a reality through the attention and strategies which we employ to cater to needs of the different groups of students within our school: • • • • • • •

girls and boys. ethnic groups. students who need support to learn English as an additional language EAL/ELL. students of determination students identified as gifted and talented. any students who are at risk of disaffection or exclusion.

Students with different socio-economic background, culture or ethnicity.

As a school community: •

we celebrate the cultural diversity of our community.

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• • •

• • • •

we do not discriminate against anyone, whether they are staff or student, on the grounds of their sex, race, colour, religion, nationality, ethnic or national origins; we constantly strive to remove any forms of indirect discrimination that may form barriers to learning; we promote the principles of fairness and justice for all through the education that we provide, ensuring that all students have equal access to the full range of educational opportunities provided by the school; we challenge stereotyping and prejudice whenever it may occur; we endeavour to make our school welcoming to all. We promote an understanding of different cultures through the topics studied by the students and we reflect this in the displays of work around the school; our curriculum reflects the attitudes, values, including Core Values, and respect that we have for all groups of students;. we aim to provide a stimulating learning environment across the whole school curriculum which maximises individual potential and ensures that students of all ability levels are equipped to meet the next stages in their life and education;

The UK National Curriculum syllabi are our starting points for planning a curriculum that meets the specific needs of individuals and groups of children.

We do this by: • • • • • • •

setting suitable learning challenges; responding to students’ diverse learning needs; overcoming potential barriers to learning and assessment for individuals and groups of students; providing a broad, balanced and relevant curriculum; providing co-curricular and extra-curricular opportunities to meet the needs of individuals or groups of students; developing a close partnership with the whole school community; providing a healthy, safe and happy environment by targeted support, guidance and celebrations of success;

We support and develop our inclusivity by continually reviewing what we do, through asking ourselves these key questions: • • •

are all our students achieving their maximum potential? are there differences in the achievements of different groups of students? what are the most effective intervention strategies for those students who require support / are underachieving?

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•

are our strategies effective?

Learning and Teaching We aim to give all our students the equal opportunity to succeed and reach the highest level of personal achievement. When planning their learning, teachers take into account the abilities of all of their students.

When the attainment of a student is significantly below the expected level, teachers enable the student to succeed by planning work that is in line with his / her individual needs.

Where the attainment of a student significantly exceeds the expected level of attainment, teachers extend the breadth and depth of learning within the area or areas for which the student shows particular aptitude.

Teachers ensure that students: • • • • • • • • •

feel secure and know that their contributions are valued; appreciate and value the differences they see in others; take responsibility for their own actions; participate safely in clothing that is appropriate to their religious beliefs; are taught in groupings that allow them all to experience success; use materials that reflect a range of social and cultural backgrounds, without stereotyping; have a common curriculum experience that allows for a range of different learning styles; have challenging targets that enable them to succeed; are encouraged to participate fully in all areas of learning

Students of Determination or those with Special Educational Needs Some students in our school will have specific educational needs and consequently additional resources may be required. The school is committed to providing an environment that allows these students the maximum access to all areas of learning.

Teachers modify learning and teaching according to an individual student’ needs as guided by his / her Individual Education Plan/Personalized Learning Plan.

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Teachers ensure that the work for these students: • • • •

takes account of their pace of learning and the equipment they use; takes account of their effort and concentration needed in oral work; allows opportunities for them to take part in educational visits and other activities linked to their studies; incorporate assessment techniques that reflect their individual needs and abilities.

Summary In our school the learning and teaching, achievements, attitudes and wellbeing of every student are important. We take the experiences and needs of all our students into account when planning for learning.

(Refer to the Students of Determination & Admissions Policies)

TCSI INCLUSION DEPARTMENT TCSI Inclusion Department was established to make sure that Students of Determination, the Gifted and talented and those students who are having special educational needs are well taken care of and not left behind. The TCSI inclusion department includes the Inclusion Team, The Governor for Inclusion, Head of Inclusion, Special Education Teachers and Learning Support Assistants who provides intervention and extra support in and out of the classroom. The Achievement Center is set up in a way that is conducive for student’s learning.

Goals and targets for the students in the Achievement Center register or under its care are set to make sure that students excel and significantly progress academically. The inclusion department also touches life skills, communication skills and social skills. The inclusion department makes sure that we meet and achieve the UAE National Agenda on the provision for, and achievements of students of Determination.

INCLUSION DEPARTMENT VISION: Leveraging a diverse and inclusive learning environment for all students of determination and for the gifted and talented. There are no students left behind in TCSI. All students belong in one safe environment for learning and development.

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INCLUSION DEPARTMENT MISSION: The TCSI Inclusion Department serves as a bridge to embrace inclusion to make our school a conducive place for learning and development. Students of Determination and those who are gifted and talented are treated with respect and acceptance.

Provisions for extra support and interventions are given to Students of Determination where their progress are monitored and tracked. Teachers are trained and equipped in handling diverse students in class especially those with special educational needs. We build a strong partnership with parents and seek external professional support from our partner center.

Review and Evaluation This policy is reviewed by SLT members on a yearly basis.

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