LEADERSHIP AND ACCOUNTABILITY

Overview

The leadership and accountability aspects of inclusive education refers to the effectiveness with which senior leaders and governors empower all stakeholders to develop the attitudes, approaches and strategies to build the expertise and culture where students who experience SEND are welcomed, accepted, valued and well prepared for their next stage of development and education.

ALL EDUCATION PROVIDERS SHOULD:

3.1 Develop and implement a policy and programme mandate consistent with Dubai inclusive education policy framework to the education leaders working under their direction.

3.2 Develop and implement a strategic Inclusive Education Improvement Plan to ensure the successful inclusion of students who experience SEND.

3.3 Ensure regular and time bound monitoring and evaluation processes inform targeted improvement strategies and measures of success.

3.4 Provide the appropriate regulating authority with systematic updates on the implementation of the inclusive education policy framework and submit required documentation, as agreed with the relevant authority.

3.5 Ensure that when discriminatory action against a student who experiences SEND is suspected they will take action to resolve the matter through mediation among the involved parties including, remedial action to eliminate the discrimination and refering to the appropriate education authority for review and action.

3.6 Ensure that the positions of school and programme leaders, such as principals, assistant principals, programme coordinators and similar positions, are filled by candidates who have, or have the capacity, to acquire the identified knowledge and skills related to operationalising the inclusive education policy framework.

3.7 Ensure that teachers have access to the appropriate initial, inservice and on-going training and support necessary to work effectively in common learning environments with students identified has experiencing SEND.

3.8 Develop partnerships with other educational entities, including schools, universities and specialised service providers to plan, organise and deliver pertinent training and capacity-building courses and programmes in Dubai.

3.9 Ensure that leaders at all levels are held to account for the quality of provision and outcomes of students who experience SEND.

3.10 Ensure that leaders at all levels will fulfill inclusive education related leadership tasks by taking the following actions: i. fostering the use of inclusive instructional strategies and quality teaching through on-going capacity building, including providing classroom teachers with coaching and mentoring to facilitate learning for all students ii. ensuring that a student’s education is primarily provided by classroom teachers and other educators within a common learning environment iii. developing and implementing a plan to ensure the accessibility of school premises and other education settings in accordance with Dubai Universal Accessibility Code iv. organising educational staff and other school resources to meet the learning needs of all students v. organising working conditions that foster inclusive practices such as collaborative educational cultures, teachers’ involvement in professional development that is meaningful for their work and enable them to focus on the development of teaching strategies vi. ensuring that educational staff receive effective support to meet the needs of individual learners in their classes vii. embedding effective collaborative systems to draw on the knowledge and competencies of educators, therapists and other members of staff to assist each other in meeting the needs of students who experience SEND viii. ensuring that, where appropriate, educational staff have access to expert support from external professionals such as psychologists, therapists, counsellors, medical practitioners and others ix. actively engaging families, parents, caregivers and other relevant stakeholders, such as community and social workers and medical professionals, to share responsibility for the education of students who experience SEND x. ensuring educational staff are accountable for the monitoring of student progress in learning.

ALL RELEVANT AUTHORITIES SHOULD:

3.11 Link professional development and training requirements, as well as inclusive education provision and strategic planning, to licensing mechanisms for school operation and the requirements of teaching staff.