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 Special Educational Needs Policy

 

 

 

 

         Adopted: April 2014                                                                                                                             Review date: April 2016

 

Motto

Find True Wisdom

Vision

To be a centre of excellence in provision and promotion of quality education.

 

Mission

 

·               To help children become confident, informed, purposeful and independent.

·               To provide an enriching and stimulating environment within which the child becomes an   active explorer.  

·               To provide a framework of discipline which empowers a child to develop self-discipline and a strong sense of self.

·               To provide a cross-cultural environment in which the foundation of global peace may be laid.

 

·               To awaken children’s interest in all subjects and to encourage in them a love for learning.

 

 
 
 
Contents:
 
 
 
1.                 DSIB – Definition of SEN & Type of need with Description – Page No. 3 
2.                 Aims and objectives-Page 4
3.                 Responsibility for thecoordinationof SENprovision- Page4
4.                 Arrangements forcoordinating SENprovision- Page5
5.                 Admissionarrangements- Page5
6.                 SpecialistSEN provision- Page 5
7.                 Facilities forpupilswith SEN- Page5
8.                 Identification of pupils’ needs - Page5
9.                 Access tothe curriculum, information andassociated services - Page 7
10.             Inclusion of pupils with SEN-Page8
11.             Evaluating the successofprovision- Page8
12.             Complaintsprocedure -Page 8
13.             In servicetraining(CPD) - Page8
14.             Linkstosupport services -Page8
15.             Working in partnershipwith parents -Page 9
16.             Links withotherschools -Page9
17.             Links withotheragencies and voluntary organisations - Page 9
 
 
DSIB – Definition of Special Educational Needs (SEN)
 
 
Educational needs that are different from those of the majority of students.  They include those who need additional support or challenge in their learning.
 
 
Special educational needs could mean a child has difficulties with:
·         All the work in school;
·         Reading, writing, number work or understanding information;
·         Expressing themselves or understanding what others are sayng;
·         Making friends or relating to adults;
·         Behaving properly in school;
·         Organizing themselves, completing tasks or focusing on activities.
OR
·         Some kind of sensory or mobility needs that may affect them in some or all school activities.
 
Type of Need
Description
Compiled from a range of international best practice and using the DSIB definition and UAE School for all guidance
Behavioural, Social, Emotional
Students whose behaviour presents a barrier to learning.
Students who are experiencing emotional problems such as depression, eating disorders, attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD); and syndromes such as Tourette’s/
Sensory and Physical
Blind students or those with partial sight
Deaf students or those with partial hearing
Students who are deaf and blind
Medical conditions or health related disability
Medical conditions may lead o an associated ‘special need.’  These conditions may be temporary but are more likely to be ongoing and include such illnesses as asthma, diabetes allergies.
Communication and Interaction
This does not include students with additional language needs
Students who cannot speak well enough to be understood or who stutter or have a speech impediment such as a lisp.
Students who find it difficult to respond to language and so cannot follow simple instructions or make themselves understood.
Autistic Spectrum Disorder (ASD) is a range of communication disorders related to students who find it difficult to:
·         Communicate with others;
·         Understand social behaviour;