Our Team

Inclusion Governor/Head of Inclusion

To lead and direct Inclusion for Education, and to ensure that all sectional duties, responsibilities and delegated powers are effectively and appropriately discharged.
Lead, strategically develop, propose, gain approval for and implement a structure of support for special educational needs, ensuring a smooth transition from current arrangements through appropriate consultation with all stakeholders and ensuring the ongoing maintenance of the implemented structure.
Advise and guide the Principal, and Governing body on trends and developments in relation to Inclusion especially with special needs and the impact on the service and where appropriate assist in the leading of the planning of resources and provision for the service.
Lead, develop and motivate the members of the Inclusion Support Team (IST) Senior Leadership Team, ensuring the effective provision of centrally coordinated services in-line with organizational need and providing direction, support and guidance as is appropriate.
Manage and ensure the effective allocation of the budget in line with financial directions and policy ensuring value for money.
Be the lead contact for all other agencies regarding arrangements to enable children’s needs to access appropriate educational arrangements.
Plan, organize and control the provision of special educational needs’ services, in accordance with current legislation and the frameworks of the United Arab Emirates.
As a member of the Senior Leadership Team (SLT) contribute to the overall review, development, presentation and implementation of departmental strategy, policy and procedure.

Inclusive Support Team

Encourage and support parent/family participation in the education process and ensure that they have every opportunity to contribute to student success.
Ensure that flexible curricula pathways respond to the diverse cognitive, cultural and linguistic backgrounds of all students and ensure they are supported by a variety of teaching methods which accommodate a varying range of learning styles.
Be proficient in inclusive education techniques, curricular modification, personalization of learning objectives and assessment strategies.
Collaborate with support teams to create opportunities that facilitate the meaningful participation of all students in the common learning environment (e.g., lesson planning, classroom set-up, purposeful student groupings.
Engage in coaching and co-teaching opportunities with support teachers and other colleagues to accommodate all students within an inclusive learning environment.
Develop the professional role of a ‘support teacher’ who will assist teachers and other education professionals in the provision of instruction to students who experience with SEND.

- - The identification of the specific needs of individual students.
  - The development of specific and personalized individual education plans.
  - The development of instructional and educational strategies.
  - The modification and adaptation of curriculum structures.
  - The development of appropriate assessment procedures.
  - Modeling appropriate teaching strategies such as co-teaching or team teaching with the classroom teacher.
  - Working directly with student(s) to determine individual needs and collect information about the student’s strengths and weaknesses and complete an IEP.
  - Providing instruction to student(s) individually or in a small group in the common learning environment.
  - Providing instruction to student(s) individually or in a small group outside the common learning environment.
  - Dealing with social, emotional, behavioral and/or family situations (e.g., housing, food, health and mental health conditions) of students.
  - Maintaining effective communication with parents as well as any service providers working with the family or the child.
  - Facilitating the transition of students who experience SEND from segregated in to mainstream settings.
  - Support teacher‘s 15 per cent of his/her time working on administrative duties, 25 per cent of their time working directly with individual or small groups and 60 per cent of their time engaged in activities that directly assist individual teachers/ other education professionals.

Classroom Teachers/Other Educators

Classroom teachers and other educators are responsible for managing and creating an inclusive classroom environment by promoting inclusive values and principles.
Teachers have a crucial role to play in maintaining positive and supportive relationships with and between students, their learning characteristics, performance level and personalized outcomes.
Students receive UDL differentiated instruction according to their ability, needs and learning styles within a common learning environment and with appropriate challenge.
Teachers collaborate with the support team and create learning environments where curricular modifications, personalization of learning objectives, differentiation, learner centred activities and the use of inclusive techniques and assessments are ensuring learning opportunities to allow all students to access their curricular based learning goals.
Teachers engage in coaching and co-teaching with support teachers and other professionals in multi- dimensional aspects to accommodate all students especially those with SEND.
Teachers take the lead role in monitoring the attainment, learning, behaviour and well being of students in their class by coordinating with their line managers and IST.
Teachers establishing safe learning environments which encourage and support the active involvement of every student in their physical, academicals, social emotional and cultural aspects.

Learning Support Assistants

Contribute to the education of students in inclusive schools and classrooms by implementing small-group and individual instruction as directed by classteachers and inclusion team.
Engage in class-wide monitoring of students learning (e.g., independent or small-group work) identified and planned by teachers and the Inclusion Support Team.
Prepare learning materials for use by student’s under the direction of the teacher or inclusion team.
Collect formative assessment data on student performance and progress, based on systems designed by teachers or Inclusion Support Team.
Assist students who require personal care supports (e.g., eating, using the bathroom, dressing.
Facilitate peer interactions based on guidance from the teacher and Inclusion Support Team. Invite students to help each other and, as required, also engage in non-instructional tasks (e.g., group supervision such as in the cafeteria, on the playground, bus boarding, field trips) identified by teachers and the Inclusion Support Team.
Apply current best practices and strategies learned through professional development courses, in-service training or workshops.

School Nurses

The school nurse has a key role in promoting and supporting inclusive practice at the School. The nurse undertakes a variety of tasks which include:
Keeping health records up to date.
Informing SLT of medical conditions which impact on learning.
Ensuring an effective proper reporting system to the concerned persons, when students are regularly visiting clinic, visiting on a particular period, visiting without valuable reaso.
Ensuring the Health and Safety of all students under the care.
Promoting healthy lifestyles, mental health and well-being of the staff, students and parents.

Our Team

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