Yusr International School
Learning Diversity & Inclusion (SEN) Policy
YIS-Learning diversity and inclusion
At YIS, Special Education Department aims to integrate students with special needs in the general education classrooms to support their ability to cope in an engaging learning environment, and to provide them with suitable opportunities to improve self-esteem and social behaviors.
“Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.”
Learning diversity and inclusion in IB programs, (2016)
We at YIS Aim to:
- Promote the successful inclusion of all students whilst meeting their individual needs.
- Be committed to offering an inclusive curriculum to enable students to achieve their full potential through a balanced and differentiated curriculum for all, whatever their needs or abilities. In addition, we identify and provide for students with special needs and/or disabilities.
- Create a positive and caring environment in which all our students thrive and feel equally valued.
- Continue to develop effective partnerships and collaboration with parents and students, in order to meet their individual needs.
To provide leading special education services in order to support the educational and social integration of the students with special needs through offering inclusion programs, applied in universal standards and qualities, where the student receives special services in general education classrooms according to his/her abilities and needs.
The Special Education Department functions under the supervision of qualified staff with long experience in this field to enhance the student’s performance academically, socially and behaviorally in the school setting. The staff direct their efforts to support and guide the students with special needs by offering them the needed educational and learning services such as:
1- Support classes for learning disabilities (academic sessions inside the resources rooms).
2- Speech and language sessions.
3- Psychology sessions.
4- Behavior modification sessions using the strategies of Applied Behavior Analysis (ABA).
5- Academic support by the classroom teacher.
5- Academic program support.
Admissions for Special Educational Needs
The Special Needs Department’s procedures are outlined in the school pamphlet. According to professional assessment, which is, held by professional specialists of the SEN department, it is very clear that the school will not discriminate or disadvantage students with special needs. We have a fully functioning Special Education Centre within our school and several qualified specialists working closely with our academic team, classroom teachers, parents and students.
In regards to SEN, we as a school identify the significance of early indication and diagnosis of students who require the support of our SEN team. We aim to ensure that strong procedures are in place to highlight students who are falling behind or those who are facing complications within any phase of their learning or social expansion at the earliest possible opportunity.
Early intervention is supported by:
- An assessment of the student’s existing abilities and achievement upon joining the school. We also take into consideration any information, health records or certificates from previous establishments, hospitals, centers or agencies; as this enables us to determine the student’s individual needs. It also allows us to ensure the adequate monitoring of all students in regard to progress and attainment academically, socially, behaviorally and linguistically.
- Apprehensions raised openly by the academic team, SEN specialists, parents and teachers, as well as the constant monitoring of the student’s progress in the core subject areas. Student development in other areas is also considered such as social growth, behavior and communication skills.
In establishing whether a student may require SEN, the school will also pay attention to other influences which may be impeding the student’s achievement including;
- English as an additional language
- social circumstances
As a school, we recognize that attention to these elements will be predominantly significant when a student is exhibiting challenging behavior or becoming isolated and withdrawn. We also recognize that such comportments can frequently disguise an unmet need both academically and/or socially; in this instance, additional assessments will be completed to outline any fundamental factors that may support enhancing the students’ personalities and help them to accept themselves as well as guide the society to include them. Before determining that a student requires additional support the SEN specialists and class teacher will review current provisions to meet the student’s needs within their everyday teaching and learning; the school will consider any additional adjustments and adaptations that should be enforced in order to support the student’s development.
Student is requiring additional SEN support
Once it has been determined that a student requires additional SEN support, students will receive sessions that will support them and enhance their abilities; as a school, we implement this through applying a fully operational special education program for the students. This is managed through stages of assessment, development, involvement and reviews; as outlined below:
- Assessment: Once we have identified that a student requires SEN support, a more detailed assessment of the student’s requirements will be carried out. This includes consultations with parents and, when suitable, the student. We may also refer to evaluations, observations and reports from hospitals and centers that may have been involved with the student such as speech and language therapist, Autism specialist and psychologists including any additional health records. The team may also carry out further diagnostic assessments of the student’s needs in other areas of concern.
Each student’s ability is measured according to:
- Communication and interaction
- Reasoning and learning
- Social, emotional and mental health complications
- Sensory and/or corporeal needs
As a school, we recognize that the student’s requirements may change overtime, hence the importance of on-going evaluations. This extensive assessment system will give a thorough representation of each student’s strengths and his or her needs.
- Development/Implementation: The school uses the evidence from the assessments to develop a plan to outline the support that will be implemented for the student. The development plan aims to:
- Emphasize on a results-centered system, the plan should clearly identify and support the students’ requirements depending on their individual needs.
- Focus on the methods in which parents can be involved in order to strengthen and add to the student’s progress inside and outside the school.
- Give details of the involvement of different centers that may be also contributing to the development of student’s health or physical needs.
- Be documented on an individual student support plan; or within class differentiation for those students who, with support, are integrated into standard classroom environments.
- Be available to all class teachers and support staff in order to ensure that they are all completely mindful of the results required, the support being offered and any specific teaching strategies and methods that have been agreed upon to develop the student’s needs.
3.Review: During the review stage, the students’ reaction to their development can be considered as well as the views of parents, teachers and the specialists involved in the student’s education and learning.
If at this phase the advancement of the student has been inadequate or insufficient, further assessments and observations will be made to guarantee that the development plan offered still matches the nature and level of the students’ needs. If the development plan requires adjustments, they can be made accordingly. In addition to this at any time during the development and implementation stage the student, parent, or teacher can raise their concerns about the student’s progress, and if required the plan can be revised accordingly depending on the outcome of the review.
Removal of the student from the SEN plan
If a student makes sufficient improvement and achieves the outcomes set based on individual plans, a discharge report will be written based on professional evaluations and observations of his or her skills. He/ she should show the ability to learn within groups and interact socially appropriate with his/her peers and the society without any intervention. He/she will either continue onto another development plan according to his/her needs at the time; or it may be established by the specialist that the student no longer requires additional SEN support and his/her name will be removed from the register. In this instance, teachers and parents will be formally notified of this decision. The student’s progress will continue to be observed regularly as part of the schools monitoring process for all students.