Mohammed Bin Khalid School for Generations
Special Educational Needs Policy and Procedures
The school believes that equal opportunity in an inclusive environment should be provided to all students who are accepted for enrolment. Therefore, it will develop programmes and support systems for students with identified mild to moderate special educational needs in order to maximise their educational achievement.
The whole school community.
ü School Principal(s)
ü SENCO – Special Educational Needs Coordinator
ü SEN committee
ü Students who are identified with special educational needs and their parents
1. To provide appropriate resources and opportunities for students identified with special educational needs to develop their abilities and skills.
2. To offer a differentiated and appropriate curriculum to meet the academic, social and emotional challenges of providing for students with special educational needs.
3. To maintain an inclusive school environment where students with special educational needs are identified, catered for, and celebrated.
4. To involve staff in the procedures for identification, provision and assessment of students with special educational needs and to provide ongoing professional learning and development for them.
5. To have a management structure to ensure ongoing monitoring, evaluation and development of SEN programmes within the school.
· Special Education: refers to the provision of extra assistance, modified programmes and/or learning environments, and/or specialised facilities equipment or materials to support identified students either within or outside a regular educational setting.
· Students with Special Educational Needs: are those who display moderate to high behavioural concerns, learning disabilities, permanent physical disabilities, or who face barriers to learning resulting from cultural differences, gender differences, or low socio-economic status.
· Learning Disability: is when a student has a considerably greater difficulty in learning than the majority of students of the same age. A student must not be regarded as having a learning difficulty on the basis that the language at home is different from the language of instruction at school.
6. Admission Arrangements for Students with Special Educational Needs
- On enquiry for enrolment, school personnel should seek to gain and parents should endeavour to give all relevant information regarding the student and their educational needs;
- An interview and/or placement test will also serve to provide information for placement and instructional design decisions;
- The school will enroll students with mild to moderate SEN.
7. Methods of Identification
As there are a variety of special educational needs conditions, there is no one method of determining whether a student has special educational needs. Rather, information should be collected from a wide range of sources such as the following:
1. Permanent physical disabilities can be seen, however these may be accompanied by a non-physical special needs condition.
2. Observation of student approaches, responses and behaviours in and outside the classroom.
3. Provision of different types of classroom activities that allow students to demonstrate their ability.
4. Analysis of assessment results within and across subjects.
5. Consideration of student records when that student transfers from another school.
6. Communication and discussions with the student, their peers, parents, teachers, administrators and members of the local community as appropriate eg medical professionals.
7. Written records eg of medical conditions, psychological tests etc.
8. Taking account of special circumstances such as health, cultural differences and the home environment.
8. Teacher Actions for SEN Students
- Use existing information as a starting point
- Highlight areas of skills to support in class
- Use baseline assessment to identify what student knows, understands and can do
- Ensure ongoing observation/assessment provides feedback so assessment forms basis of next steps
- Don’t assume difficulties are within the child
- Use of differentiation, effective management, class ethos, learning environment and curriculum arrangements
- Arrangements should be monitored to identify those not making sufficient progress, at which point the SENCO is consulted. This is underpinned by evidence, that despite differentiation and other arrangements, the student makes little progress due to underachievement, behaviour, sensory/physical or communication/interaction difficulties.
- SENCO takes lead in further assessment, involving the student and parents, and planning future support.
- The IEP should be succinct with 3 to 4 targets, discussed with parents, record targets, teaching strategies, provision, review date, outcome
- Monitoring will be undertaken continuously with review each term.
- Further assistance should be considered when students are unable to make appropriate progress and involve experts advising on new IEP targets, specialist assessment, advice on new strategies, additional support.
9. Register of Students with Special Educational Needs
- A register of students with special educational needs will be kept. All students on the register will have an IEP. It will include:
· a description of the special need/s of each student and the special arrangements for the delivery of the curriculum eg
- students receiving an adapted curriculum and assessment within their age-appropriate class
- students who are removed from their class, either entirely or for short periods of time, and taught individually or in small groups
- students who require medication or other intervention eg physiotherapy, during the school day. When, where and by whom these are administered.
- students who require extra counselling, mentoring or teacher aide support. When, where and by whom these are provided.
- students who require special equipment or facilities that can be provided in the regular classroom. What this equipment is and where it is situated and how it is used.
- Students who are on special behaviour programmes
- Records of discussions with SEN students, school personnel and parents will be attached to the register.
10. Individual Educational Plans
- As indicated above, IEP’s record arrangements which are additional to or different from those which are available to regular students. They aim to achieve the following:
• Raise achievement of students with SEN
• Be a working document
• Use a simple format
• Detail provision ‘additional to’ or ‘different from’ that generally available for all students
• Be comprehensible to all staff and parents
• Be distributed to all staff as necessary
• Promote effective planning
• Help students monitor their own progress
- They will focus on up to three or four important measurable targets set to help meet individual needs and specific priorities. Targets should be set for or by the student if possible and relate to key areas in communication, literacy, mathematics, behaviour and physical skills as appropriate. Strengths and successes should be the foundation of the targets and strategies.
- The IEP will also detail which teaching strategies will be used, equipment, ICT and teacher assistant provision to be put in place, when the plan will be reviewed, and the success and/or exit criteria.
- When reviewed the following will be considered:
• Progress made
• Parents’ views
• Student’s views
• Effectiveness of the IEP
• Any specific access issues that impact on progress
• Any updated information and advice
• Future action, including changes to targets and strategies
- As part of the process ‘progress’ will be defined as:
• Closes the attainment gap between the child and their peers
• Prevents the attainment gap growing wider
• Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
• Matches or betters the pupil’s previous rate of progress
• Ensures access to the full curriculum
• Demonstrates improvement in self-help, social or personal skills
• Demonstrates improvements in the pupil’s behaviour
- Where students do not make sufficient progress, despite the school making purposeful
and relevant interventions, it may be appropriate to involve relevant outside public or private agencies. The school will involve the parents and students in any referral or suggested referral of this nature.
11. Types of Education Provision for all Students With IEP’s
All SEN students who enroll with specific diagnoses and educational programmes will be catered for according to the recommendations from the relevant health and educational specialists. Where these do not exist, the school will advise parents to access such assistance and also work with local special education agencies to deliver an educational programme based on identified needs.
1. Supporting the student in class via the class teacher through modification of the curriculum.
2. Supporting the student in class via a teaching assistant who works 1-to-1 with the student with a modified curriculum.
3. Withdrawing the student from class either entirely or for short periods of time, or for specific subjects, either to work as part of a small group with a teacher or 1-to-1 with a teacher.
4. Using appropriate assistive technology, extra aids, and modified resources
5. Receiving other related services that might require specialised equipment or might be disruptive to the rest of the class, such as speech and language therapy, physiotherapy, or might require greater privacy, such as counselling sessions with a social worker.
6. Receiving special assessment conditions such as extra time, a reader, a writer, rest breaks, special coloured paper, large font etc
7. Specific provisions for specific needs, such as:
- visual Impairment: class placement of student, large print, changes to lighting, coloured paper, placement of classroom furniture
- hearing impairment: class placement of student, teacher eye contact, speed and direction of speech
- physical impairment: mobility and access arrangements, classes on the ground floor, alternative programme for PE as required
- autism spectrum disorders: providing information in visual format and topics of interest, by providing structure and predictability in order to help the individual understand what they have to do, where and when this should be done, and in what order.
- ADHD: routine, regularity and repetition http://www.netdoctor.co.uk/adhd/strategiesforprimaryschoolteachers.htm
12. Personal, Emotional and Social Issues
- High self-esteem and achievement are closely linked. The school needs to foster an ethos that supports the personal, emotional and social development of all students by:
· Teachers offering pupils the opportunity to experience success and develop their self esteem.
· Having high expectations, providing challenge and encouraging risk taking.
· Providing constructive commentary on student work, offering advice on steps for improvement.
· Recognising and rewarding achievement across the full range of abilities and talents through such means as displays of student work, newsletter reports, acknowledgement in assemblies, certificates, and opportunities to present work in the wider community.
· Developing strategies to promote good communication between teachers, as students progress through the school, particularly between KG and primary, and primary and high school.
· Providing opportunities for students to reflect on their own progress and learn the strategies for coping with difficulties in a supporting, learning environment.
· Working thoughtfully with parents and guardians to ensure that they feel secure that their child’s needs have been recognised and met.
· Providing counselling and reassurance to both parents and students at appropriate points.
· All school personnel and outside organisations as appropriate are used to provide additional support e.g. School Social Worker, School Nurse.
· Parents are given access to support from the school and outside organizations which may include newsletters, resources, parents meetings, and parents’ information evenings, courses and websites.
13. Monitoring, Evaluation and Development
- Administrators and teachers provide valuable support for students with special educational needs, and as they move from one grade level to the next. This involves consulting with students and parents, setting targets, and monitoring progress.
- It is important that the academic staff of a school work consistently and therefore the school must appraise its progress. Such self-evaluation enables it to identify:
• where practice is working well and can be shared
• where improvements can be made
• the impact of the practice on student achievement
• changing circumstances, both locally and nationally
• action to be taken and future planning
- The School Principal(s) have responsibility to ensure that:
• the school policy is being followed
• curriculum plans (policy, schemes of work and lesson plans) include provision for students with special educational needs
• teaching content and approaches are appropriate for all students
• children progress from class to class and between phases, smoothly and with no unnecessary repetition
• there is study support (extracurricular provision)
• student progress measures include both assessment for learning (formative assessment) and assessment of learning (summative assessment)
- The impact of provision should be monitored and evaluated in a variety of ways e.g. the analysis of individual and group performance data, looking at the learning experiences of SEN students through classroom observation and staff discussion, interviewing pupils and looking at samples of their work, regular analysis of the validity and use of the SEN registers, and surveys to parents and students.
14. The Role of the Special Educational Needs Coordinator (SENCO)
The School Principal should appoint a staff member to the position of Special Educational Needs Co-ordinator. Their role will be to:
· ensure that there is a coherent and consistent approach towards students with special educational needs across all curriculum areas and grade levels by leading a committee with a representative from each curriculum area;
· maintain the SEN register in liaison with the School Principal and the SEN Committee;
· provide appropriate training and support to lead the development, monitoring and evaluation of the school’s processes for identifying its cohort of students with special educational needs and the teaching and learning programmes for them. This training will include:
- working with all teachers particularly in the area of differentiation of teaching and learning programmes;
- providing training regarding specific special needs conditions and how students with these are educationally assisted;
- co-ordinating the writing, monitoring and review of IEP’s;
- working with individual teachers of SEN students in the areas of how to implement particular aspects of the IEP, the curriculum adaptation required and how to utilise a teacher assistant;
- observing SEN students in their classes and receiving small group support; offering feedback and support to teachers of these;
- team teaching with class teachers, teacher assistants and pull-out support teachers for modelling strategies; and
- providing reading materials and resources, time and advice to teachers which support the specific needs of their SEN students.
· belong and link with local, regional and national associations for SEN coordinators;
· liaise with senior administrators and HOD’s to identify the training needs and opportunities for staff development;
· liaise with parents of students with special educational needs and also with appropriate outside agencies.
This policy will be reviewed every 3 years or as needed if changes to legislation dictate or there is a request for policy review from an internal source.
· Relevant laws and regulations of the UAE and the Emirate of Abu Dhabi
· Educational research into special educational needs
· Ohio Department of Education Resources
17. Attachments and Related Material
· School admission procedure
· SEN Register
· IEP Template
· Curriculum Policy
· Curriculum statements, schemes of work and teachers lesson plans
· Communication Policy
· Marking and Presentation Policy
· Guidance Policy
· Job Description of the SENCO and Teacher Assistant
· Roles and Responsibilities of the SEN Committee
· Service agreements between the school and any private support services for SEN students