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Crescent Inclusive Learning Environment
Crescent English High School provides all students with full access to a broad and balanced curriculum and learning opportunities appropriate to their individual needs. This policy succeeds the ‘Dubai Inclusive Education Policy Framework 2017 and Federal Law 2006 and 2009. Dubai Law no 2 (2014) clearly demonstrates Dubai’s commitment to ensuring the educational and social inclusion of all children, and Art. 24, on the rights to Inclusive Education. The principles of inclusion and equity lie at the heart of the legislative framework. Our policy ensures that students who experience SEND have access to quality inclusive education with their peers.
- At Crescent English High School we believe passionately in the importance of inclusion and equality for all children and adults especially students who are experiencing SEND. We believe in every classroom all ability students will learn and fully achieve their personal, social, emotional and academic needs in a safe, supportive, engaging and appropriately challenging common learning environment. All our children will receive an equal opportunity and mutual respect to fulfil their potential in all aspects.
- Ensuring students from different backgrounds and with different abilities learn together in an inclusive environment and create a culture of collaboration
- Promoting an ethos of care, mutual respect and equality, where effort is valued and success celebrated
- Enabling students to become active, responsible and caring members of the school and wider international community.
- Providing opportunities to ensure students become successful learners by forming positive social relationships with peers, and to become fully participating members of the learning community.
- Increase the representation of all types of learners, particularly those who experience barriers to learning and reduce stigma on issues relating to inclusion and discrimination.
- Ensure that students who experience SEND have the same right as all other students and participate in a quality learning experiences alongside same aged peers.
- To establish a school environment which provides opportunities for parents, staff and other professionals to better understand the Inclusion agenda SEND and ensure resources and support mechanisms are available to both students and their families.
- Implement, utilize and routinely administered screening tools which promote a universal provision for all children and to inform targeted support for children identified ‘at risk’ of, or actually experiencing SEND.
- To provide high quality teaching with UDL differentiation to ensure all students Personal, Social, Emotional, cultural, Physical and academic needs are fully met in a safe and challenging learning environment.
- Ensure UDL differentiations lessons are in line with student’s potential, abilities, needs and learning styles.
- Establish school education quality standards and will be utilized to monitor and evaluate the quality of provision and outcomes for all students including who experience SEND
- Establish a system of integrated services to ensure information and services for children and their families who experience SEND, is appropriately shared and utilized to the benefit of the child and their family.
- Improving the capacity of the teaching force through reform of pre- and in-service teacher education, ongoing support, and professional development, as well as expanding the education workforce via support teachers (ST) and learning support assistants (LSA).
- To provide high quality, cost-effective, time-efficient and accredited, inclusive education training and development opportunities to all staff
- Bringing appropriate changes in the school administration in terms of inclusive learning standards and principles.
The school provides a high quality, accessible, flexible, inclusive and specialist educational opportunities to meet the needs of all within the school community. To achieve our aims we work closely with our partners to ensure a challenging yet caring, structured approach to the development of the school strategy plans, policies and procedures. We strongly believe every child has a fundamental right to education and has unique characteristics, interests, abilities and learning needs and styles; Our education systems is designed and all programmes implemented to take into account the wide diversity of these characteristics and needs.
Meeting Diverse Needs
- Early identification and provision planning to overcome potential barriers of the students’ learning or their full participation in school life
- Developing and deploying our resources to best reflect the various levels of need experienced by students.
- Tracking each student’s academic, social and emotional and psychological progress and using the resulting knowledge to plan provision for the individual or groups of students.
- Quality first teaching and provisions ensure that vulnerable students, including those experiencing Special Educational Needs (SEND) or Disabilities are appropriately supported and challenged with aspirational targets.
- Carefully planning lessons by recognizing the learning, unique characteristics, interests, abilities, learning needs and learning styles of individual learners
- Monitoring the achievement and well-being of all our students to ensure that the quality/nature of the learning opportunities they are offered.
- Students with Special Educational Needs (SEND)
- Students who are Gifted and Talented (G & T)
- New admissions with concerns and those who are newly migrated to UAE
- National/International survey result analysis
- Under performers in international benchmark
- Psychological, Social and Emotional difficulties
- Students who might be subject to abuse or harassment, for whatever reason
- Students whose family are in crisis or under great stress
- Students with poor attendance and/or punctuality
- Students who have a temporary high-level need
- Difficulties due to – Nationality/culture/language
Promoting and Supporting InclusionSenior Leadership Teams
- Promote and ensure inclusion in our school through all of our policies, systems and practices
- All members of school communities are expected and encouraged to adopt behaviors which support the school’s inclusive ethos.
- School Leaders are responsible for confirming that the curriculum, curricular modifications, personalization of learning objectives, differentiation, learner centred activities and the use of inclusive techniques and assessments, ensure learning opportunities enable students to access their curricular based learning goals.
- School Leaders to ensure that the principles of inclusion are integral to all activities and offers students opportunities to engage in at school or on educational visits
Special Educational Need and Disability (SEND)
- A child or young person does not have a learning difficulty or disability solely because the language of instruction is different from the language which is or has been spoken at home.
- “A social condition that occurs when an individual with a long term limitation, experiences attitudinal, social and environmental barriers that prevent full and effective participation within a community. A disability is the result of an individual’s interaction with society and is not an attribute of the person.
Common learning environment
- An educational setting where students from different backgrounds and with different abilities learn together in an inclusive environment.”
- Attitudes, beliefs, practices, physical or technological obstacles, or the lack of support, that result in a student’s exclusion from, or in their less-than-full participation as a valued equal in, the common learning Environment in mainstream schools and classrooms.
- The term persons with disabilities is used to apply to all persons with disabilities including those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various attitudinal and environmental barriers, hinders their full and effective participation in society on an equal basis with others3”.
- Although the term disability is often associated with physical problems, it is also used to refer to educational problems as well as problems of social adjustment4.