SCHOOL POLICY

KNOW OUR SCHOOL POLICY

Vision

To provide leading special education services to support educational and social integration for 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.

Objectives

The Special Education Department aims to integrate students with learning disabilities, autism and other 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 selfesteem and social behaviors. 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 directs his efforts to support and guide the students with special needs by offering the needed educational and learning services such as:

1- Support classes for learning disabilities

2- Speech and language sessions

3- Behaviour management sessions using the strategies of Applied Behaviour Analysis (ABA)

4- Academic support by the classroom teacher

Principles of the Policy

This policy outlines the framework for Yusr International School to meet its duties and obligations to provide a high quality education to all of its students, including students with special educational needs and/or disabilities. It sets out the governing body’s approach to learning support throughout the School, with particular reference to children with Special Educational needs and/or disabilities (SEN).

The following principles underpin this policy:

  • We aim to promote the successful inclusion of all students whilst meeting their individual needs.
  • We are 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.
  • We also aim to create a positive and caring environment in which all our students thrive and feel equally valued.
  • We will continue to develop effective partnerships and collaboration with parents and students, in order to meet their individual needs.

Admissions for Special Educational Needs

The school’s admission procedures are outlined in the school pamphlet; it is transparent that the school will not discriminate or disadvantage pupils with a disability or SEN. We have a fully functioning Autism 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.

This process of early intervention is supported by:

1. A review 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 or agencies; as this enables us to determine the student’s needs based on the individual. It also allows us to ensure the adequate monitoring of all pupils in regards to progress and attainment both academically and socially. 2. 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, behaviour and communication skills.

In establishing whether or not a student may require SEN, the school will also pay attention to other influences which may be impeding the student’s achievement including;

  • Attendance
  • English as an additional language
  • Family circumstances

As a school we recognize that attention to these elements will be predominantly significant when a student is exhibiting challenging behaviour 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 be affecting behaviour which may not be SEN related. Before determining that a student requires additional support the SEN specialist 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’s requiring additional SEN support

Once it has been determined that a student requires additional SEN support, students will receive an enriched platform of support in order to reduce obstacles to their learning; as a school we implement this through applying a fully operational special educational program for the student. This is managed through stages of assessment, development, involvement and reviews; as outlined below:

1. 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 outside agencies that may have been involved with the student such as speech and language therapist, Autism specialist 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 recognise 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 their needs at that particular time.

2. 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 centred 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 both internally and externally to the school.
  • Give details of the involvement of outside organizations 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 integrating 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 to develop the student’s needs.

Review: During the review stage the student’s reaction to their development can be deliberated as well as the views of parents, teachers and the specialists involved in the student’s education and learning. Yusr International School SEN Policy If at this phase the advancement of the student has been inadequate or not sufficient enough, further examination, observations and assessments will be made to guarantee that the development plan offered still matches the nature and level of the student 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, 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.

ABLLS-R Protocol – Assessment and Curriculum Guide

At Yusr we assess individuals in compliance with the ABBLS system. The SEN specialist will apply the assessment in order to score each individual according to the criteria outlined in ‘The Assessment of Basic Language and Learning Skills – ABLLS-R Protocol’ policy. The assessment is designed as a learning tool which is used commonly with applied behavior analysis (ABA). Each task has its own educational objective and examples of how the student may complete the task. The objective is added to the students profile in accordance to their current ability and level. The student’s progress can be tracked using a skills tracking system that ensures documentation of a student’s acquisition of critical skills by the specialist. In instances where the student is also integrated into a standard classroom environment, the class teacher will adhere to the current curriculum plan and the lesson is differentiated according to each student’s needs. Examples of this differentiation can be found with the class teacher. Due to the nature of the students need’s one set curriculum cannot be applied to all students. Our SEN programme is set and applied on a skills and needs basis.

Removal of the student from the SEN plan

If a student makes sufficient improvement and achieves the outcomes set they will either continue onto another development plan according to their 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.

SEN Specialists

– Sultan Alotaibi – Learning Disabilities Teacher

– Esraa  – Autism Teacher

– Rofida – Autism Teacher

– Radwa  – Speech and Language Therapist

– Amani Alghamdi – Assistant Teachers

Compliance with Statutory Duties

This policy meets the requirements set out by the Ministry of Education.

Special Educational Needs (SEN) Policy

Academic Calendar

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Contact

  • Email
  • Phone
    Girls: 012- 6994640 - Boys: 012- 2060603
  • Fax
    012 - 6994640

Address

  • Address
    MAIN SCHOOL
    Yusr International School (YIS)
    1-Jeddah , King Road Opp Red Sea Mall
    2-Jeddah, Al-Nahdha Dist.
    3- Makkah, Al-Jamom
    4- Makkah, Al-Zaydi