Professional Documents
Culture Documents
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 NIMS, 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 com-
mon 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:
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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 lan-
guage 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),
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: Gifted students are those with academic ability or potential which places
them significantly above the average for their year group in one or more areas of academic
achievement. These students would demonstrate performance which is distinct from their
peers.
Talented Students: Talented students are those who demonstrate outstanding ability in
creative achievements, such as art, music, dance or sport, and whose performance in these
aspects is significantly above average.
Recognizing that different teaching methodologies are essential for effective learning
to take place for all students.
6]. Rationale
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Students with Special Educational Needs and Disabilities (SEND) enrolled at NIMS
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 New Indian Model School [NIMS] 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. NIMS
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, so-
cially 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 NIMS SEND department is to identify the students with special
educational needs & disabilities adhering to the criteria set by UAE Federal Laws for
students to avail supportive education to become the active members of the global society
by including them in National Agenda, 2021.
NIMS 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 process-
es of the children who have diverse academic and psychological needs.
To share the knowledge of R&D with other professionals in the field through News-
letters 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 strive for employable education to the students in NIMS.
To establish a Research & Development Wing in SEND Department
To bring the knowledge to the level of the student by finding a way to conceptualize
the idea.
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9]. Aims of Special Educational Needs and Disabilities [SEND] Policy
A].To identifies children with SEND as early as possible through Observation, Screen-
ings, 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.
F].To use Individual Education Plans to break down learning into specific targets.
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 Educa-
tion Plans [IEPs]
We appreciate ourselves and others as individuals with rights and responsibilities, acting
as conscientious global citizens by:
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B].We aim to enable students with Special Educational Needs and Disabilities (SEND) at
NIMS to reach their full potential by:
Identifying at the earliest opportunity any student who has SEND and implement
action to deal with those needs
Ensuring that the SEND teacher has formally assessed all identified students
Monitoring the progress of SEND students through the use of current data and against
identified targets
Maintaining a confidential SEND file for each student containing all relevant docu-
ments 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
Applications to the School for students with SEND concerns are processed via the
Academic and Public Relations Manager. Discussion with parents/carers about the ability
of the school to support individual students will be undertaken with the SEND Coordina-
tor and Counselor of Student Services on the application.
In some cases students with SEND will be admitted in NIMS if it is considered that
they will be in a position to access the curriculum if supported by a Shadow Teacher/Vol-
unteer Parent.
At NIMS, it is important to note that we have a Scientific SEND Department with Six
(06) Specialists to deal with moderate to severe learning difficulties and psychological
disorders in students.
Referral forms and flowchart are available on the notice boards in the supervisors office.
Following completion of a referral from the subject teachers, the SEND department com-
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pletes 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 con-
cerned HoS.
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, comprehen-
sion, 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 observa-
tions 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 re-
spective classes. The screenings [SWIT (Students Wave Identification Test) & NIMAICES
(NIMS 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 differen-
tiate 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 + Individ-
ualized 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 + Individ-
ualized 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 NIMICES checklist is yes
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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 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.].
All subject teachers are responsible for their ILP, IEP and ALP students case files with
proper evidence [Differentiated Worksheets, Differentiated Teaching Strategies, Class-
room 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.
Internal SEND Support: Provision is delivered in individual or small group lessons, with-
drawal from class or support within the classroom. Students with behavioral difficulties
will have an Individual Behavioral Plan (IBP) in place which will be regularly followed
and checked by the concerned SEND professional.
H]. Summaries the planning, implementation, and review of ILPs, IEPs & ALPs
All ILPs, IEPs, and ALPs should be planned for the duration of 2 months. The total
no. of ILPs, IEPs, and ALPs will be 4 in an academic year. The specified dates for 4 ILPs,
IEPs and ALPs in an academic year will be 21st April to 21st June; 8th September to 8th
November; 9th November to 9th January and 10th January to 10th March [with full aca-
demic reports and ILPs, IEPs and ALPs Progress.
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].
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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, and ALPs 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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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 students 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 perspe
ctives
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.
10]. SEND Certification Board
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Information about the Terminologies used by the SEND Professionals
Inclusive Education: Inclusive education means that all students attend and are wel-
comed by their neighborhood schools in age-appropriate, regular classes and are support-
ed 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, pro-
grams and activities so that all students learn and participate together.
SEND: Educational needs that are different from those of the majority of students. Stu-
dents 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.
Learning Skills: A set of skills that enable students to gain knowledge, skills and un-
derstanding 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.
Profound and Multiple Learning Difficulty (PMLD): Complex learning needs result-
ing 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 syn-
drome and Williams syndrome.
Dyslexia reading Problem: Dyslexia is a specific difficulty with learning to read flu-
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ently 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 com-
prehension.
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.
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.
C). Global language disorder difficulties with both receptive and expressive language.
Global language disorders affect both the understanding and use of language
Showkat AG
SEND Coordinator & SS Counselor
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