SOD Policy

INCLUSION DEPARTMENT

Students of Determination POLICY

Vice-President and Prime Minister, His Highness Sheikh Mohammed bin Rashid

Al Maktoum, in his capacity as Ruler of Dubai, has issued a law to protect the rights of people with disabilities in the Emirate of Dubai. This law supports Federal Law No. 29 of 2006. Federal Law No. 29 of 2006 Concerning the Rights of People with Special Needs (the law) protects the rights of people with special needs and guarantees them the right to live with dignity.

The law aims to implement the vision of His Highness Sheikh Mohammed bin Rashid, to make Dubai a role model in promoting the participation of people with disabilities, by providing them with all the services necessary to strengthen their position as an effective element of the society.

Updates of provisions in UAE:

Under the National Policy for Empowering People with Special Needs, people with special needs or disabilities will be referred to as ‘People Of Determination’ to recognise their achievements in different fields.

The National Policy for Empowering People of Determination

As part of its efforts to bring a comprehensive community development, the UAE Government launched a national policy for empowering people of determination. The policy aims to create an inclusive society for them and their families, through services and facilities that accommodate their needs.

The National Policy for Empowering People of Determination (2017) emphasizes the importance of developing an integrative system across the UAE which can effectively respond to, and meet the needs of students of determination.

The UAE Government decided the following:

1. Referring to people with special needs or disabilities as ‘the determined ones’

2. Assigning an official at every government institution that will be responsible for facilitating services for people with special needs. The official’s title will be ‘the Service Officer for the Determined Ones’

3. Setting up an advisory council which will consist of federal and local government entities and members of society who will provide their advice for achieving the goals of the national policy.

The national policy which is based on 6 pillars says:

1. Health and rehabilitation: The government will provide a comprehensive high-quality health care, as well as post-accident rehabilitation programmes and health programmes for this segment. It would invest more on researches about special needs, hereditary and rare diseases that cause impediments. A national programme would be launched for early detection and diagnosis of impairments.

2. Education: The government will provide an integrative education system in public and vocational education and adapt school curricula to cater their needs. It will also provide qualified teachers and specialists, appropriate supportive technologies and learning materials.

3. Vocational rehabilitation and employment: The government will provide vocational rehabilitation programmes for people of determination. It will initiate supportive policies to recruit them in government and private institutions, in addition to creating a database of information about their needs.

4. Outreach: The government will implement unified criteria for buildings requirements, taking into consideration the needs of people of determination.

5. Social protection and family empowerment: The government will ensure that federal and local legislations for people of determination are in harmony with the Convention on the Rights of Persons with Disabilities.

6. Public life, culture and sports: The government will ensure the integration of people of determination into various cultural, sports and social activities through various competitions and awareness programmes.

Out of the many provisions the Nation is providing for the ‘People Of Determination’ – Education For The People Of Determination is one of the strongest pillars of development.

➢ MoE's strategy is to adapt public schools to facilitate education for people of determination. Accordingly, people of determination are entitled to enrol in any school, without exception. These students are catered for by Department of Special Education, which was established in 2008 by Ministry of Education. This Department promotes the rights of people of determination and ensures that they have access to the

same educational opportunities as students in the regular education system.

➢ Inclusive education for people of determination: The National Project for Inclusion of People of determination which was launched in 2008 under the slogan ‘Our Life is in Our Integration’, emphasises on providing the necessary environment and facilities for people of determination in order to facilitate their practical access to the educational system. The National Project for Inclusion is aimed at achieving a complete integration of people of determination into the society at the social, educational, health and environmental levels.

The City School Policy for the Students of Determination

(The Determined Ones)

Joining hands with the vision Vice-President and Prime Minister, His Highness Sheikh Mohammed bin Rashid Al Maktoum , along with MOE, KHDA and DSIB, The City School International has taken all the possible necessary actions for being an Inclusive School. Our school plays a central role in the journey of a student of determination. TCSI takes a whole school approach to be in line with the international expectations.

“A whole school approach to the Education and Welfare of our students of determination. Student is central to all our endeavours”

Governor of Inclusion

(Principal)

Inclusion Team

• Special Educators/LSAs

Head of Inclusion

Students Of Determination

Parents Teachers

External Team of Support (Therapists)

Aim

The whole school approach aims to provide a positive learning environment, which will foster academic, social and emotional development of the students of determination and to enable each of them to realize their individual potential.

Students of Determination in TCSI are given “access to education” in which school policy, practice and procedures ensure that they have equitable opportunities to benefit from their educational provisions and experiences. We aim to identify and remove barriers that prevent or restrict their participation and engagement. TCSI also admits students of determination and provide them with relevant opportunities and appropriate learning environment.

Objectives:

• To ensure to implement the recommendations from the National Policy to empower People of Determination

• To implement the recommendations of DSIB for Students of Determination.

• To implement a graduated approach to meeting the needs of students using the Assess, Plan, Do, Review process.

• To plan and develop a culture of inclusion valuing high quality teaching for all learners, with teachers using a range of effective differentiation methods and provisions that is consistent across the school

• To encourage good communication and genuine partnerships with Parents, Inclusion Champion, Governor of Inclusion, Teachers and the Specialist staff.

• Set appropriate individual learning outcomes based on prior achievement, high aspirations and the views of the learner and family.

• To set SMART goals in the Individual Education Plan (IEP) and Personal Learning Plans (PLP)

• To track and monitor progress and attainment of Students of Determination.

Students of Determination

Based on the KHDA Revised Categorization Framework for Students of Determination (2019-2020), a Student of Determination is a student with a long term mental, physical, intellectual or sensory impairment which in interaction with various barriers, restricts the student’s full and effective participation in education on an equal basis with peers of the same age.

Students of Determination may be identified through one or both of the following procedures:

➢ Through the work of a specialist and/or a knowledgeable school team, as displaying almost all of the characteristics of a particular category of impairment, delay or disorder

➢ Formally diagnosed by a qualified and licensed medical professional as having a long term difficulty, impairment or disorder.

Opportunities for learning of Students of Determination may be restricted if they are exposed to attitudinal, environmental and social barriers, therefore, TCSI takes action to remove or reduce these barriers to ensure that all Students of Determination can access education equally with their mainstream peers.

Categories of disability and barriers to learning of Students of Determination is based on the KHDA New Categorization in accordance to the UAE Unified Categorization of Disability which provides schools with an important structure to support the identification of the Students of Determination:

10) Deaf-blind disability

11) Physical disability

12) Chronic or acute medical conditions

Note: Please refer to the KHDA Revised Categorization Framework for Student of Determination for Specific description of each disability

TCSI Criteria for Admission of Students of Determination

The Dubai Inclusive Policy Framework of 2017, supported by Dubai Law No. 2 (2014) and the Executive Council Resolution No. 2 (2017) and the KHDA Directives and Guidelines for Inclusive Education (2019) make it clear that the admission of students of determination within inclusive schools is assured and schools must not refuse to admit students of determination because of their experience of disability.

In TCSI, we commit to the admission of students of determination and prioritise the registration of those who are siblings of existing students. However, students of determination with severe and profound needs that cannot be met in school have the opportunity to access educational and therapeutic provisions in special education centers or centers for students of determination.

In such exceptional circumstances that TCSI cannot accommodate a Student of Determination admission, the rationale and criteria for the decision will be clearly described through the completion of KHDA’s non-admission notification procedure for Students of Determination.

The Entry Assessment Process and Admission Procedures for Students

of Determination:

• The City School entry assessment for Students of Determination is focussed on identifying the strengths and challenges to learning as well as the strategies that will be used to contribute to the student’s success and progress.

• The entry assessment for Students of Determination is used as basis for planning of school’s provisions and accommodations. It is not a “pass” or “fail” process or “hurdle” that a student must overcome to be admitted to TCSI.

• Medical Assessments or official medical diagnosis is not identified as a condition for the student’s participation in the entry assessment or for enrolment in TCSI.

• The assessment tools or method used for the entry assessment process are age-appropriate and reflect the student’s stage of development.

Other Documents/Requirements Needed for Admission of Students of Determination:

• Interviews (Child and Parent)

• Copy of any assessment reports (only if there is available).

• Copy of IEP (if any)

• Reports from Specialist Concerned (only if available)

• Reports from the previous school.

• Copy of Medical Reports (if any)

• Declaration for Special Educational Needs or other disabilities

TCSI Provisions for Students of Determination

Re-assessment

➢ student’s level and academic performance will be re-assessed to make sure that the intervention to be provided to the child exactly meets his/her needs. CLASS System is used to assess the student.

Pull out session for Math, English or Science

➢ student is pulled-out once or twice a week for an extra English or Math Session/support

Push-in/in-class support for Math, English or Science

➢ A learning support assistant will come during English or Math class to provide extra support for the said subjects.

Individual Educational Plan (Termly)

➢ IEP is a written plan/program developed by the schools special education team with input from the parents and specifies the student's academic goals and the method to obtain these goals.

Personal Learning Plan (Termly)

➢ Personalized learning plan refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs.

➢ A behavior intervention plan (BIP) is a plan that’s designed to teach and reward positive behaviors. This can help prevent or stop problem behaviors in school.

Social Skills/Life Skills intervention (by Special Education Teacher)

➢ Student will be pulled out for some social/life skills session to improve their selfesteem/confidence, communication and social skills with peers, basic and functional skills for everyday living.

Training for Learning Support Assistant (if the child requires a shadow teacher/LSA)

Disney Club (small group sessions on reading and writing)

➢ Students will have small group sessions on writing and reading every Sundays and Mondays, 8:00-8:20 am.

Accommodations

➢ Are supports and services provided to help a student access the general education curriculum and validly demonstrate learning. Examples of Accommodations: Time: extend the time allotted to take a test, finish an assignment, learn a concept, or complete an activity.

Curriculum Modification

➢ refers to any changes in the curriculum made to accommodate a student's particular need. Modification entails altering the content taught, whether that means omitting or adding to the curriculum or changing the standards for assessment and evaluation based on a student's needs and limitations.

Modified Assessments

➢ refers to assessment that are made simpler that is according to the child’s level or capability. It is also based on the modified curriculum and the PLP. Students of Determination may have a separate pull-out assessment schedule with the Inclusion Department to further support and provide accommodations to them during examinations.

Levels of Intervention for Students of Determination

Effective procedure to assess and identify a student’ special educational need is essential to inform provision to lower barriers to learning. The diversity of need experienced by students of determination requires graduated approach to intervention. Such provision will include:

LeveL 1 Intervention:

High quality teaching where teachers accommodate individual differences in ability, learning style and behaviour, through differentiated classroom practice. Students under the Level 1 intervention do not attend extra pull-out sessions with the Inclusion Department but rather closely monitored and supervised by the Inclusion Team. Students under Level 1 Intervention may be given differentiated instruction, differentiated worksheets/tasks and other accommodations in class. Personalized Learning Plan are provided to them and followed through by the teacher.

Level 2 Intervention:

This refers to personal support and/or curriculum modification to enable a student to engage with and participate in appropriately challenging learning experiences and achieve within age-related expectations. Support teachers and or in-school specialists are likely to support this process by observing and making recommendations as well as providing support through professional coaching and monitoring. Students under this Intervention Level are provided with Personalized Learning Plan, Differentiated Instruction, Modified Curriculum, Modified Assessment and Classroom Accommodations. They may also be provided with individual pull-out session and push in support.

Level

3 Intervention:

Individualized programs to accelerate progress or enable students to achieve their potential. This provision is “additional to” or “different from” the provision required to meet the needs of most of student within the school and is likely to include the use of specialist approaches, intervention or support services. TCSI ensures that progress indicators from the student’s starting points are continuously monitored and reviewed to inform the further refinement of practice, provision and intervention over time. In most cases, students will have their learning needs met within the context of the inclusive classroom alongside peers of the same age. This requires teachers to develop a comprehensive understanding of: different barriers to learning; restrictions these barriers place on access to and engagement within the curriculum; the ultimate impact on students’ personal, social and educational outcomes. Students under this level of intervention are provided with Individualized Educational Plan/PLP, Modified Curriculum, Modified Assessment, Pull-out sessions (English, Math and Science), Push-in (in-class Support), LSA (if needed and required), Differentiated Instruction/Classwork, In-class therapy (if required).

Targeted professional training and support for classroom teachers in a critical component of inclusive classrooms. It informs the teacher’s ability to intervene through adapted teaching approaches and resources; it enables effective collaboration and team work and enhances the quality of the relationship between the teachers, students and their parents.

Intervention Pathway

Step 1: The teacher/ subject teacher initiates a referral in consultation with the student’s respective teachers or the parent makes a referral.

Step 2: The case is then discussed with the concerned Section Head

Step 3: The teacher then fills up the referral form which is counter signed by the Section Head with their comments if any. The referral form is then submitted to the Inclusion Champion.

Step 4: The Inclusion Champion follows the Assess-Plan-Do-Review pattern as suggested in the Student of Determination Code of Practice. The Inclusion Champion assess (Assess) the student through various need-based in-formal assessments, observations & individual sessions.

Step 5: Following the observation and assessment by the Inclusion Department, the children who are ‘At Risk’ will be assessed by a particular assessment tool.

Step 6: Following the results of the assessment. Parents are called for a meeting to discuss the plan of intervention (Plan). Personal Learning Plans (PLP) is made every term. The goals are achieved with the Interventions during the Happiness Club hours (Do). In some cases, referrals, may be made for further external Medical / Educational assessment.

Step 6: Based on the psycho-educational report, Individual Education Plan (PLP) is drafted. The goals will be set in consult with Parent, Teacher, the Inclusion Champion and if any other specialist involved with the case.

Step 7: The concerned teachers & leadership team is updated periodically with necessary information regarding the student. The goals in the PLP and IEP are reviewed termly. (Review)

Inclusion Champion and staff concerned with the student maintain confidentiality almost always.

Training & Resources for Teachers of Students of Determination:

In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all students, the teachers and members of the Achievement Centre are trained. Specific Budget is allocated annually to invest on resources and CPD sessions for teachers and members of the Achievement Centre Inclusion Department.

Inclusion Support Team

Membership of the Inclusion Support Team must consist of: the principal, the leader of provision for students of determination, the support teachers and Inclusion Champion who is guiding the Learning Support Assistants and Teachers. The team works closely with the Parents, Head of Sections and The Principal (Governor for Inclusive Education). Best practice would also include membership from student representation, parental representation, learning support assistants and other staff as needed including counsellors, mentors, therapists or classroom teachers.

Details of Support Services Provided:

Accommodations and Concessions for students with Special Educational Needs

(NEED BASED)

Accommodations allowed in class and during exams

Concessions allowed in subjects taken if required

Alternative seating Modified paper in English

Emphasis on classroom and extracurricular activities Modified paper in Mathematics

Read out questions during exams

Modified paper in Science

Dr. Frank Fernandes Governor of InclusiveEducation

Ms. Lina Head Of Primary

Ms Farah Head Of Secondary

Department Heads Teachers Teacher Assistants

Ms. Consuelo Navarro Inclusion Champion/Head of Inclusion

Ms. Apple Special Educator

Shadow Teachers In Class

External Professional Speech/ABA

Special examination seating in Library/Achievement Center/other designated classroom

Modified paper in Arabic

25% extra time (if paper not modified) Exemption from French/Arabic Special modified/differentiated worksheets in class

Year 10 students allowed to choose subjects as per the IGCSE requirements

Partial verbal assessment in languages & selected subjects

More weight age for practical work

Shadow Teacher facility permitted Use of assistive technology

Peer tutor/peer buddy

Taped lectures

Specialist consultation if required

In class support

IGCSE Access Arrangement

Individual Intervention Sessions

Students of determination (especially those under the Level 2 Intervention) are provided in class support by the Special Educator/Learning Support Assistant/ shadow teacher based on the need of the child. The provision for in-class support and the number of periods of support also depend on the learning need of the student.

Group Intervention Sessions

Students of determination are part of the TCSI Support Classes which is an extra class for intervention for those students who are Diagnosed (or under Level 2 & 3 Intervention) and who are given support in developing their basic skills in literacy, numeracy, listening & reading comprehension, writing etc. The intervention sessions are based on the IEP/PLP goals.

External Team of Support

TCSI Inclusion Department establishes partnerships with other centers in Dubai to form an External Team of Support. Students undergo screening and assessments as referred by the teachers, parents and inclusion champion. As

per the center’s recommendation, students will undergo in-school therapy sessions with experts and therapists from the center with the parent’s permission.

Individual Education Plan:

Is a document that spells out what special education provisions the child will receive. It includes the baseline achievement of the child, the target for the specific period, the means to achieve it and a review of the process at the end of the period. The IEP is developed by the Inclusion Champion/Inclusion Team and the teachers. The inclusion champion, guides and supports in setting goals, suggest different strategies, monitoring the progress and recording. The goals are set and practiced by the Teachers, Parent and in consultation with any Specialist Professional involved. IEP goals for particular subjects (eg., English, Math and Science) maybe based on the Modified Curriculum.

IEP is a SMART document to inform the use an impact of Specific Intervention, Measured Outcomes, Attainable targets, and Relevant and results-oriented and Time-sensitive measures, in response to the Special Educational Needs and Disabilities experienced by the student.

IEP Conferences are held with parents, teachers and the inclusion team before the said document is finalized. Parents are also requested to fill-up the Parent IEP Input form. IEPs are reviewed every term and parents are provided with a copy.

Parent Support Group

Parents of students of determination are invited for regular meetings or coffee mornings where they are trained on developing essential life skills, scholastic aptitudes and skills in their children by professionals from the school as well as the local community. The Group meetings would be a time to learn and share .This would also be an ideal platform to meet each other and give support to each other.

Criteria for Exiting the Student of Determination Register

If it is felt that the child is making progress which is sustainable then they may be taken off the Student of Determination register. If this is the case,

then the views of the Inclusion Champion, Special Educator, Teachers, Head of Section, Parents and that of any other professionals involved with the child need to be taken into account. If it is agreed by all to take the student off the Student of Determination register then all records will be kept until the student leaves the school (and passed on to the next setting). The student will still be monitored through the schools monitoring procedures and follow up with his progress will still be done to ensure that he/she is already academically stable and does not require any more extra support and provisions of special educational services and interventions. If it is felt that the student again requires additional assistance then support may once again be provided based on the student’s needs.

MOVING FORWARD AND FOSTERING A CULTURE OF INCLUSION IN THE CITY SCHOOL INTERNATIONAL

TCSI continues to secure sustainability for the development of a truly inclusive system of education for the progressive development of attitudes, behaviors, systems and beliefs that enable inclusive education to become norm which underpins school culture and is reflected in attitudinal, and organizational discussions and decisions.

TCSI moves forward and builds the capacity to achieve inclusive cultures, practices and outcomes, as supported by KHDA by monitoring, guiding and facilitating the process through a range of present and future measures.

This policy aims to offer further direction to parents, teachers, leaders and stakeholders about inclusive education and its implementation across TCSI.