Abu Dhabi Education CouncilSpecial Education Policy and Procedures Handbook2012

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TABLE OF CONTENTS

INTRODUCTION ............................................................................................................................................................................................. 2

SECTION 1: POLICY AND DEFINITIONS

1.1 Special Education Policy Statement .......................................................................................................... 4 1.2 Roles and Responsibilities .................................................................................................................................. 91.3 Categories of special needs .............................................................................................................................12

SECTION 2: SCHOOL PROCEDURES2.1 The staged approach .............................................................................................................................................182.2 The Learning Support Team ............................................................................................................................ 202.3 Academic Learning Support ......................................................................................................................... 222.4 Involving Parents ..................................................................................................................................................... 272.5 Accommodations and Modifications ................................................................................................... 282.6 Examinations and Assessments ................................................................................................................ 34

SECTION 3: INDIVIDUAL PLANNING3.1 The Individual Education Plan (IEP) ...................................................................................................... 383.2 The Advanced Learning Plan (ALP ) – gifted and talented students ..................... 39

SECTION 4: SCHOOL OPERATIONS SPECIAL EDUCATION TEAMS4.1 Profile of Special Education Services .................................................................................................. 424.2 Registration of students with special educational needs ............................................... 454.3 Referral for special education assessment and request for ......................................... 46 services

SECTION 5: ANNEXES – PROFORMAS, TEMPLATES and CONTACTSAnnexe 1: Intervention plan for LSTs .............................................................................................................................. 48Annexe 2: Individual Education Plan ................................................................................................................................ 49Annexe 3: Advanced Learning Plan .................................................................................................................................. 53Annexe 4: Referral form – Access to Special Education Services ......................................................... 57Annexe 5: Contact details: Regional Special Education Services .......................................................... 61

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INTRODUCTIONThis handbook presents policy, procedures, and guidance that supports the delivery of special education services in Abu Dhabi Education Council schools.

The purpose of this manual is to provide a point of reference regarding federal law, ADEC policy and guidelines to assist education regions and schools in developing programs and services that enable students with special needs to achieve academic success. The handbook also contains procedural information to assist schools in accessing programs and services provided at the regional level. It is intended primarily for the use of region staff, principals, school-based teams and special educational professionals, but will also help other professionals within the education, social service or health care community.

The document supports the New School Model Policy Manual and other ADEC policies and procedures and should be used in conjunction with them. SECTION 1

POLICY AND DEFINITIONS

1.1 Special Education Policy Statement 41.2 Roles and Responsibilities 91.3 Categories of special needs 12

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ABU DHABI EDUCATION COUNCILPOLICY ON SPECIAL EDUCATIONAL NEEDS

1.1 CONTEXT FOR THE POLICY

UAE Federal Law 14/2009

This is an amendment of the original UAE Federal Law 29, Article 12 (2006), which described entitlements for people with. This has now been replaced by entitlement for people with Special Needs. (see definitions)

The State guarantees for the person with special needs equal chances in education in all the educational and pedagogical institutions, the vocational qualification, teaching of adults, the continuous teaching in the regular classes or in special classes; if necessary, with providing the curriculum in the language of sign or Braille and any other methods as necessary. The special needs do not constitute intrinsically an obstacle hindering from applying to enroll, join or enter any educational institution whether governmental or private.

This is supported by the Ministry of Education document ‘School for All”: General rules for the Provision of Special Education Programs and Services (Public and Private Schools), 2010

PURPOSE

The purpose of this policy is to ensure that students with Special Educational Needs, including those who are gifted or talented, are able to reach their full potential within a supportive educational environment that prepares them well for adult life. This will allow them to:

• Participate as equally as possible in the available educational opportunities• Make progress and achieve an age appropriate accredited education• Make a positive contribution to their local and wider communities• Develop and maintain their physical, mental and emotional health• Achieve economic well-being through access to educational and vocational

opportunities beyond school

POLICY

All schools have students with special educational needs. Schools will meet special educational needs through the following approaches.

1. Schools will adopt a staged approach as part of the continuum of educational services provided to meet the individual needs of students with special educational needs. (Refer Section 2.1)

2. Admission of students with special educational needs to schools is supported by ADEC. The first consideration for the placement of a student with special educational needs will be an inclusive one. Inclusion means that the primary instruction and provision of special education services to a student with special needs are delivered in an age appropriate general education class, close to the student’s home with supports to both teacher and student. (Refer Section 4.2)

3. Learning support teams will be established in all schools as part of providing academic support services. (Refer Section 2.2)

4. Academic learning support services within schools will be available to assist any student who experiences learning difficulties in general education (see definitions below). These services will be a first step toward addressing such difficulties and will eliminate unnecessary referrals to special education services by identifying instructional strategies and alternative educational methods for teachers in order to improve learning outcomes for these students. (Refer Section 2.3)

5. When a student is identified as having a documented disability through the completion of a multi-disciplinary evaluation, additional educational services will be made available based on individual needs via the regional Special Education support services. (Refer Section 1.3)

6. Students with special educational and an individualized Educational or Advanced Learning Plan needs will be offered the opportunity to engage in all aspects of the school program, including extra-curricular activities, to the maximum extent appropriate to their needs. Where necessary, appropriate accommodations and modifications will be put into place to assist with this engagement. (Refer Section 2.5)

7. If a student with special educational needs is placed in a separate setting because of individual needs, transition to a general education placement will be planned when appropriate. The Regional Special Education team leads this process.

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IMPLEMENTING THE POLICY IN SCHOOLS

These are the actions that schools will need to take in order to meet the requirements of this policy.

1. Adopt a staged approach to meeting student needs2. Establish the school Learning Support Team (LST)3. Admit students with special needs to age appropriate classes through

specified registration process4. Identify the special needs of students within the school context5. Involve parents6. Identify staff development needed to achieve inclusive classroom practice7. Develop, implement and review individual plans8. Assess progress from student’s own baseline9. Apply Effective Academic modifications, adaptations and exemptions

where needed (day to day and for tests/exams etc)10. Refer to external support services where needed11. Ensure that students progress through age appropriate classes.

SPECIAL EDUCATIONAL NEEDS – DEFINITIONSSpecial Educational Needs

is the overall description for any disability, disorder, difficulty, impairment, exceptionality or other additional need that affects a student’s access to learning and their educational performance. These students require additional provision beyond that provided in general classrooms in order to achieve greatest benefit from the curriculum. This term is used throughout this document to encompass Effective academic progress to all such needs, including students who are gifted and talented.

Special Education describes the additional provision that is made to meet special educational needs to ensure that all students, including those who are gifted and talented, can reach their full potential.

‘Disability’, ‘Impairment’ and ‘Disorder’

are medical terms used to describe a diagnosis of an organic disorder or pathology. Educational needs arise from problems that result from the disability, impairment or disorder. Such needs are long term or permanent, and where they are significant the student is entitled to special education support services via referral to the regional Special Education team. (Refer Section 4.3)

8. Students with special educational needs will always be served in age appropriate settings, consistent with the ADEC policy for student registration.. Where required, an Individual Education Plan (IEP) will be developed to guide instruction and indicate if learning accommodations or modifications are necessary. (Refer Section 3.1)

9. Students who have been identified as gifted or talented will be educated in the general education class with differentiated learning tasks whilst being offered daily challenging curriculum. Some students will need to be provided with appropriate advanced learning opportunities through the development of an Advanced Learning Plan (ALP). (Refer Section 3.2)

10. Parents of students with special educational needs will be key partners with the school staff in the development of the IEP and in support of their child’s academic program. (Refer Section 2.4)

11. The practice of differentiation of instruction will enable all students, including those with learning and other disabilities and students who are gifted or talented to learn together in the general education classroom with through individual, small group, and open-access tasks, activities and opportunities. (Refer Section 3.2)

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1.2 ROLES AND RESPONSIBILITIES

The purpose of ADEC Special Education Services is to provide students with special and/or additional learning needs access to an appropriate academic and social program in the schools of the Abu Dhabi Emirate nd who have not been making effective academic progress.

ROLES AND RESPONSIBILITIES

1. Abu Dhabi Education Council

ADEC aims to provide the children of Abu Dhabi Emirate with the foundations for lifelong learning so that they become well educated citizens who can make a positive contribution to UAE society.

To achieve this ADEC will:

• Provide leadership and promote successful inclusive practices.• Initiate policy development and planning to meet identified systems needs.• Support schools in the implementation of policy and provision of specialist

advice in managing students with special education needs.• Provide advice on current research, development and emerging trends in

the area of special education.• Coordinate executive initiatives in conjunction with relevant directorates

and training providers.• Liaise with other government and non-government agencies to support

student with special educational needs.• Develop and evaluate a range of teaching resources to support more

effective teaching of students with special education needs.• Monitor and evaluate special needs service delivery.• Promote good inclusive education practices.• Provide ongoing staff development in special needs education.

A student may have a disability, disorder or impairment that does not affect their ability to access the curriculum, and does not affect their educational performance. Such a student does not have special educational needs. Others have mild disabilities, disorders or impairments that as described under “learning difficulties” below, and these should be met by schools at stage 1 of the staged response described in Section 2.1

‘Difficulties’ or ‘learning difficulties’ are terms that describe educational problems that should be addressed in the first instance through effective classroom practice. In some cases there may be a genetic or neurological basis for difficulties demonstrated in one or more areas of learning (as described above). In other cases, problems arise principally from the interaction between a student and their educational context. These difficulties may be behavioral, emotional or related to specific aspects of learning. They may be short or long term, and schools need to address these difficulties through teaching and learning approaches, consistent behavior management, and in-school academic support services via the Learning Support Team.

Unless a student has already been diagnosed with a disability, disorder or impairment that has a significant effect on their learning, schools should apply Stage 1 processes for learning difficulties in the first instance. If a student’s progress continues to be of concern once these interventions have been in place, referral for further assessment may then be required.

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• Maintain high standards in teaching and learning• Use the latest technology equipment to facilitate teaching and learning• Make available training for all teachers to effectively communicate and

engage with special needs students• Communicate regularly with parents and guardians on the progress and

needs of students• Celebrate and publicize the achievements of learners.

4. Students

All students should be offered the opportunity to participate in a safe and friendly school environment.

Students with special needs should have their needs identified in a reasonable time frame, are comprehensively assessed and receive an appropriate service response to support the identified strengths and needs. An IEP should where appropriate, involve the student in determining academic and social goals.

Students have the responsibility to:

• Follow the school rules and policies• Attend IEP meetings• Attend annual review meetings

5. Parents and Guardians

Parents and Guardians of students with special needs know a great deal about their children and can be very helpful to the school and education region in the planning, implementing and monitoring of Individual Education Plans.

Parents and Guardians have a responsibility to:

• Support inclusive education practices• Enrol their children in school• Provide the education region and school with all information relating to the

special needs of their child• Communicate regularly with the school on the education progress of their

child• Attend IEP and annual student review meetings

2. The Education Region

The education region is responsible for ensuring that special education services and programs are delivered to any of their students who require them. The education region will ensure that programs and services are coordinated in such a way that services generally offered to all students are all also offered to students with special needs.

To achieve this, Education Regions will:

• Develop an inclusion plan in collaboration with SEN Learning Support teams.• Develop annual plans to address special needs in the school and recognizes

the achievements of all students.• Develop a description of special education services and programs available

in the region.• Develop procedures used to identify, assess and plan for students with

special needs.• Develop procedures to be followed in evaluating and reporting on the

progress of students with special needs.• Monitor and evaluate the effectiveness of inclusive practice in raising the

academic outcomes of students.• Assist schools in developing, implementing and monitoring the IEP for

special needs students.• Work with local communities to create pathways for inclusion.• Communicate regularly with parents and guardians on the progress and

needs of students.• Establish links with special care centres to develop integration activities and

shared experiences

3. The School

School principals, in consultation with parents, teachers, school psychologists, school social workers and education region staff have the responsibility for identifying and providing an educationally appropriate program for students with special education needs.

To achieve this, schools will:

• Provide all students with the opportunity to access to the full curriculum within the regular setting

• Establish a Learning Support Team (LST) {Refer to Sections 2.3 and 2.3}• Develop, monitor and review the IEP and ALP for special needs students {Refer to Section 3.1}

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• Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension)• Written language (e.g., spelling and written expression)• Mathematics (e.g., computation, problem solving) Learning disabilities may co-exist with other disorders

such as attention, behavioural or emotional disorders, sensory impairments, or other medical conditions.

Students can experience behaviour, social/emotional or mental health problems that range from mild to serious. Most students with social/emotional difficulties can be supported through regular school discipline, counseling and school based services. A smaller number may require more intensive support.

Students who require intensive behaviour supports are students, whose behaviours reflect dysfunctional interactions between the student and one or more elements of the environment, including the classroom, school, family, peers and community. This is commonly referred to as behaviour disorder.

Emotional and Behavioural

Disorders(ED/BD)

Also known as Pervasive Developmental Disorder, Autism Spectrum Disorder is defined and diagnosed through the observation of behaviours. Characteristics are observed, in varying degrees, in social relationships, communication skills, pattern and range of interests and sensory responsiveness. The impact of ASD can range from mild to severe and may improve or change across an individual’s life. Students with ASD exhibit impairments in;

• communication,• reciprocal social interactions,• restrictive repetitive patterns of in interests and behaviours.

Autism Spectrum Disorder

(ASD)

1.3 SPECIAL EDUCATION CATEGORIES AND DEFINITIONS

These categories are not intended to specifically identify all medically diagnosed conditions and syndromes that may have an impact on the student’s needs and educational program. They reflect the categories defined in the Ministry of Education guidance ‘School for All’: General Rules for the Provision of Special Education Programs and Services (2010).

SPECIAL EDUCATION CATEGORIES OF DISABILITY AND DEFINITIONS

According to the World Health Organisation (WHO), intellectual disability is a condition of arrested or incomplete development of the mind characterized by impairment of skills and overall intelligence in areas such as cognition, language, and motor and social abilities. Intellectual disability can occur with or without any other physical or mental disorders. Although reduced level of intellectual functioning is the characteristic feature of this disorder, the diagnosis is made only if it is associated with a diminished ability to adapt to the daily demands of the normal social environment.

IntellectualDisability

Learning disabilities are due to genetic and/or neurological factors or injury that alters brain function in a way that affects one or more processes related to learning.

Learning disabilities result from impairments in one or more process related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing, phonological processing, visual spatial processing, processing speed, memory, and attention, and executive functions such as planning and decision making).

Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

• Oral Language (e.g., listening, speaking, understanding)

Specific LearningDisability

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A hearing impairment is a hearing loss that prevents a person from totally receiving sounds through the ear. If the loss is mild, the person has difficulty hearing faint or distant speech. A person with this degree of hearing impairment may use a hearing aid to amplify sounds. If the hearing loss is severe, the person may not be able to distinguish any sounds.

There are four types of hearing loss:1. Conductive: caused by diseases or obstructions in the

outer or middle ear that usually affects all frequencies of hearing. A hearing aid generally helps a person with a conductive hearing loss.

2. Sensorineural: results from damage to the inner ear. This loss can range from mild to profound and often affects certain frequencies more than others. Sounds are often distorted, even with a hearing aid.

3. Mixed: occurs in both the inner and outer or middle ear. 4. Central: results from damage to the central nervous

system.

HearingImpaired

Children with multiple disabilities will have a combination of various disabilities that may include: speech, physical mobility, learning, intellectual disability, visual, hearing, brain injury and possibly others. Along with multiple disabilities, they can also exhibit sensory losses and behavior and or social problems. Children with multiple disabilities will vary in severity and characteristics.

These students may exhibit weakness in auditory processing and have speech limitations. Physical mobility will often be an area of need. These students may have difficulty attaining and remembering skills and or transferring these skills from one situation to another. Support is usually needed beyond the confines of the classroom. There are often medical implications with some of the more severe multiple disabilities which could include students with cerebral palsy and severe autism and brain injuries. There are many educational implications for these students.

MultipleDisabilities

Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, intellectual disability, and physical impairments such as cleft lip or palate. Frequently, however, the cause is unknown.

Speech and LanguageDisorders

There are a number of medical conditions associated with physical disability which can impact on mobility. These include cerebral palsy, heart disease, spina bifida and hydrocephalus, muscular dystrophy.

Students with physical disabilities may also have sensory impairments, neurological problems or learning difficulties.

Some students are mobile but have significant fine motor difficulties which require support. Others may need augmentative or alternative communication aids.

Physical and Health related

Disabilities

Visual impairment is a generic term that covers a range of difficulties with vision and includes the following; blind, legally blind, partially sighted, low vision and cortically visually impaired

For educational purposes, a student with visual impairment is one whose visual acuity is not sufficient for the student to participate in everyday activities. The impairment interferes with learning and achievement and can result in a disadvantaged education unless adaptations are made in the delivery of the curriculum.

VisuallyImpaired

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Gifted and Talented Students

Gifted and talented students can be found in all communities regardless of their cultural or economic backgrounds. It is critical for gifted and talented students to be given appropriate opportunity, stimulation and the experiences to develop their potential and satisfy their learning needs.

These are students whose outstanding abilities make them capable of high performance. Their needs require specific consideration within mainstream educational programs. Their current attainment or perceived potential places them significantly in advance of the majority of their peers in one or more of the following areas:

a) Intellectual ability

b) Subject-specific aptitude (e.g in science or mathematics)

c) Social maturity and leadership

d) Mechanical/technical/technological ingenuity

e) Visual and performing arts (e.g. art, theatre, recitation)

f) Psychomotor ability (e.g. dance or sport)

SECTION 2

SCHOOL PROCEDURES

2.1 The staged approach 182.2 The Learning Support Team 202.3 Academic Learning Support 222.4 Involving Parents 272.5 Accommodations and Modifications 282.6 Examinations and Assessments 34

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2.1 A STAGED APPROACH TO MEETING SPECIAL

EDUCATIONAL NEEDS1

ADEC expects that the needs of most students with special educational needs will be met in general schools, and in the least restrictive setting suitable to meet their needs.

Unless a student has already been diagnosed with a disability, disorder or impairment that has a significant effect on their learning, schools should apply Stage 1 processes in the first instance. If a student’s progress continues to be of concern once these interventions have been in place, referral for further assessment may then be required via referral to regional teams.

Schools will follow a staged approach that responds to the severity or complexity of the needs of individual students.

The first stage (all schools) is good quality support in general education classrooms, which will include differentiation of the curriculum to meet different learning needs. Learning Support Teams may recommend intervention plans for some students.

The second stage (all schools) is referral by the Learning Support Team for special educational needs assessment and additional support whilst the student remains in the general education classroom for some or all of the time. (The student may access Resource Room services in some schools, where individual or small group support is provided for part of the day). All students will have Individual Education Plans (IEPs) or Advanced Learning Plans (ALPs).

The third stage is placement in a special class of a smaller group of students all of whom have special educational needs. Such classes may support general special needs or specialize in a particular disability. All students will have an IEP.

The fourth stage is where a student has severe or complex special educational needs that cannot be met in public schools and so requires placement in a more restrictive specialist setting. All students will have an IEP.

1 E.g. Special Educational Needs Code of Practice, United Kingdom; Response to Intervention (RTI), New Zealand.Both cited in D.Mitchell: “Education that fits: Review of International Trends in the Education of Students with Special Educational Needs, University of Canterbury, Christchurch, New Zealand,, Dec. 2010.

These stages of provision do not have to be consecutive, and students can move in either direction. For instance, a student in a restrictive setting (stage 4) may transition to a special class (stage 3) or general class with support (stage 2). Similarly, a student may need to move from a general class (stage 1) to a special class (stage 3) or restrictive setting (stage 4).

Differentiation

‘Differentiation’ describes how schools and teachers can meet the educational requirements of individual (or groups of) students with different learning needs. This is an essential element of the provision that schools make for learners with Special Educational Needs, including those who are Gifted and Talented. This applies whether the students are in Stage 1 or Stage 2 of the appraisal and intervention process.

All of the following are differentiating practices within general education programs:

a) Individual tasks or challenges that meet the needs of particular studentsb) Modified materials or resources that allow students at different levels access to appropriate learningc) Small group activities planned to be appropriate for distinct ability levels within a larger class d) Extension tasks that allow students to take standard topics to more challenging levelse) Enrichment tasks that raise or broaden the level of thinking around a topicf) Flexible tasks that allow students to take different routes through common materialg) Common topics or questions that allow different levels of response or engagement (open-ended)

ELIGIBILITY FOR SUPPORT SERVICES

All students identified with special educational needs qualify for school based support at Stage 1.

Some students identified with more significant special needs under the designated categories described previously will qualify for additional support services through the Regional Special Education Team (Stage 2 and beyond).

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2.2 THE LEARNING SUPPORT TEAM (LST)

• The primary function of the LST is to ensure that the needs of students are being met.

• The Learning Support Team is central to the school’s development of teaching and learning conditions that meet the needs of all students, including those with special educational needs.

• It is a school planning and support team, established with the purpose of meeting the learning needs of students through the coordination, development, implementation, monitoring and evaluation of academic and social programs.

• The LST provides planning and programming for the school and for individual students.

School planning

The LST may consider the implications for school planning issues. These may include:

[ effective use and co-ordination of resources within and outside of the school

[ Program planning and implementation, assessment and reporting[ Collaborative approaches to the development of support programs for

students with special needs.

Areas identified by the LST may include:

[ Teaching and learning strategies[ Behaviour management strategies[ School organization[ Teacher support and development[ Parent and community participation[ School systems and processes

Recommendations made and actions taken as outcomes of school planning by the LST will help to create the conditions within which the needs of all students can be catered for.

Planning for individual students

School planning in the areas identified will address the needs of most students.

For some students with more exceptional needs planning will need to take place on an individual basis. Teachers will bring their concerns about individual students to the LST for wider consideration of their needs.

The LST members are to consider the support required by the students so that they can achieve their planned learning outcomes. These might include:

[ provision of learning adjustments and accommodations[ classroom management and instructional practices[ health care procedures[ additional services[ special transport[ assistive technology

Where the needs of the student can be met at Stage 1 of the staged approach, the LST may develop an intervention plan for the student.

When the needs of a student are beyond Stage 1. referral to the Regional Special Education Services team will be required for further assessment and advice. The LST will then contribute to the development, implementation and monitoring of the more formal Individual Education Plan (IEP) for students with learning difficulties / disabilities or the Advanced Learning Plan (ALP) for students who are gifted and talented

The function and operation of the Learning Support Team is described in the next section on Academic Intervention and Learning Support.

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2.3 ACADEMIC LEARNING SUPPORT

The policy statement for Academic Learning Support can be found in the New School Model policy Manual (section 6.1) This section provides detail on the related procedures as an operational framework for Learning Support Teams.

Many students have academic, behavioural or social difficulties during their school career. All school staff should be skilled in the early identification of these problems and be able access appropriate consultation and training for intervention support.

Procedures for Referral and Evaluation

The following procedures are designed to support schools in identifying and determining the level of support that students may require.

The Learning Support Team (LST):

• Schools must establish a Learning Support Team which includes : o Principal or designated senior manager o Social Worker o Teacher representative o Special Education Teacher (where allocated) o School Psychologists

and other representatives when deemed necessary

The student of concern and the parent are invited to participate in the LST.

Intervention:

• For students with special needs who are registering, or are yet to register for school, it is the responsibility of the Principal and the Regional Team Leader for SES to ensure that a referral for assessment and service support is carried out. (Refer ADEC registration Policy)

• A referral system for LST support will be developed by the LST and approved by the Principal.

• Any member of the teaching staff may refer a student for LST support using the school approved referral system.

• Referrals for LST will be reviewed by the LST at the next available LST meeting.

• The Learning Support Team should meet at least once every 2 weeks to review the academic, social and behavioural concerns of students in the school who have been referred for LST support.

• LST members are responsible for conducting a review of the students’ academic, social and behavioural concerns. In order to do this the LST with the approval of the Principal and parents may need to review academic and medical history records.

• The LST makes recommendations for in-school interventions to support the immediate needs of the students. (The LST may wish to record this as an intervention plan; a generic template can be found at Annexe 1.)

• The LST monitors the ongoing progress of the students’ school program in order to determine whether or not the level of support is meeting the needs of the individual.

• When the LST determines that the in-school intervention have been effective and is no longer required the LST will determine a documented strategy and process for the withdrawal of support.

However, if the student has not responded positively the school based intervention then a referral or additional support from the Regional Special Education Services (SES) team is required.

• The Principal will inform the Regional Team Leader for Special Education Services of the student concerned and provide all supporting documentation from the LST.

• The Regional Team Leader for Special Education Services will review the case and allocate the case to the relevant SES team unit.

• The SES team will undertake the responsibility to review the case and recommend the Regional Team Leader SES the necessary level of support provision required.

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1. Referral process for assessment and service support

• The Regional SES team who are responsible for the evaluation of the students referral include; supervisor for special education service, supervisor for disability services, supervisor for SSS for Social Workers and Psychobiologist. The SES team will consult with appropriate school staff including the principal and other specialists who may be required according the needs of the student.

• The parent must be informed and involved in all stages of the assessment process.

• Each member of the SES team conducts an assessment to determine the academic, behavioural and social strengths and needs of the student.

• Following a comprehensive assessment the regional Manager for SES reviews the assessment information to determine the student’s eligibility, category and need for special education and/or related services.

• The Regional Manager for SES allocates the case to the appropriate SES team supervisor who will take the responsibility of case manager.

2. Program Development:

Individual Education Plan (IEP) or Advanced Learning Plan (ALP)

• SES supervisor (case manager) convenes a meeting with the school LST to develop the students IEP. The IEP must reflect the goals and objectives for the student’s academic, behavioural and social needs specific and measurable. The IEP must also identify needs and use of assistive technology, accommodations or modifications that are necessary for the student to actively participate in a whole school program.

3. IEP or ALP Implementation

• The IEP must be endorsed with the written approval of the parent prior to implementation.

• Special education services and support needs identified in the IEP or the ALP will be provided through the Regional Special Education Services team.

• The IEP will be implemented by the special education teacher with the support of the LST

4. Monitoring and Reviewing the IEP

• The SES supervisor (case manager) will support the implementation and monitor the implementation over a 2 week period.

• Following the 2 week period a review of the IEP will take place with the LST and amended as needed.

• IEP implementation of the adjusted IEP will be the responsibility of the special education teacher with support from the LST and the Regional SES supervisor (case manager).

• The special education teacher with the support of the LST will prepare an annual review report at the end of each academic year and make recommendations for any changes for new school year.

The Annual IEP Review Team will consist of:

o SES supervisor (case manager) o Principal (or nominee) o Social Worker o Special Education Teacher o School Psychologists o Other representatives when deemed necessary o The student of concern and the parent must attend the annual review.

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2.4 INVOLVING PARENTS

The policy statement on parent involvement in their child’s education can be found in the New School Model Policy Manual (section 4.4.) This section provides further detail in respect of involving parents where the student has special educational needs.

Parents have a long history of experience regarding their child outside of the education system. Their information and perspective are important to the educational planning process.

It is essential that parents are encouraged to participate in all aspects of decision-making for their child.

Schools are expected to involve of parents of students identified with special educational needs as follows:

• Parents need to be made aware of any academic concern through written notification by the teacher. The attempts to address such concerns through the use of varied instructional strategies will be documented in the student file.

• If these attempts are not successful, the teacher will complete a referral for special education services. The parent will be contacted to give written consent for a multidisciplinary assessment. When this consent is received, the assessment can start.

• When the assessment is completed, parents will be invited to attend an Individual Education Program (IEP) meeting to determine next steps. Parents will be encouraged to present their ideas and voice their educational concerns about their child’s needs.

• Where possible the IEP meeting will be scheduled to enable parent attendance. Where this is not possible parents should be invited to give their views before the meeting by telephone or in writing.

• Every effort will be made to ensure parent input into the initial process of the IEP development as well as in subsequent meetings.

• The school will provide parents of students with special educational needs with regular reports (at least each trimester), noting successful achievement of objectives as well as any educational concerns.

• The best methods of achieving regular home-school communication will be discussed and agreed between teachers and parents of students with special educational needs.

These procedures are summarized in the flowchart that follows:

REFERRAL PROCESS FOR SPECIAL EDUCATION ASSESSMENT AND SERVICE SUPPORT

School Staff notice academic, social orbehavioural concern of a student

Intervention unsuccessful. Referral made for Special

Needs Assessment

Student qualifies for eductaional services based on eligibility critiria, the team , with the

parent, develops the IEP or ALP.

Each academic year the Regional Special Education Services convenes a review meeting to examine the progress of the student . The IEP or ALP is reviewed and

updated where necessary

Every three years, reappraisal of the student occurs, providing updated information on the areas of concern and continued eligibility for academic intervention services.

Student does not qualify, discussion of need for educational accommodations occurs and

provided to the school LST to develop the IEP

Placement is determined and support services are provided to the school.

Teacher provides summary of

intervention results

Intervention successful. Withdraw intervention and

monitor student

Student is referred to the school Learning Support(Team (LST

LST gives teacher instructional or behavioural interventions( month intervention plan 3)

Regional Special Education Services conducts student assessment.

Assessment outcomes are delivered at a parent meeting conducted by the

Region.

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2.5 ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS2

Students with special educational needs should be able to access the curriculum and the school learning environment. To achieve this, some students will need accommodations or curriculum modification. The purpose of these strategies is to enable more students with special needs to meaningfully participate with peers who do not. It will be important for Learning Support Teams to carefully review individual student needs before determining necessary accommodations or modifications, which should then be detailed in the IEP.

This guidance explains what is meant by accommodation and modification, and will give examples of both as they apply to schools.

ACCOMMODATIONS

These are changes in how a student accesses information and demonstrates learning. These changes do not substantially change the instructional level, content or performance criteria. Accommodations provide the student equal access to learning and equal opportunity to show what he/she knows and can do. The IEP team decides the need for accommodations and documents these in the IEP.

Accommodations can include changes in the following:

A. Presentation and/or response format and procedures B. Instructional strategies C. Time / Scheduling D. Learning Environment / Setting E. Architecture

A. Presentation and/or response format and proceduresThese accommodations enable the student to access instruction or assessment, and could benefit students with an inability to read print because of a physical, sensory or cognitive disability.

Examples of presentation accommodations are:

2 E.g. Accessing the General Curriculum: Curriculum Modification, N. Koga (Boston College) and T.Hall (National Center), National Center on Accessible Instructional Materials. Massachusetts USA Nov.2009http://aim.cast.org/learn/historyarchive/backgroundpapers/curriculum_modification

• Large print (at least 18 point type)• Magnification devices (enlarged computer monitors)• Braille• Tactile graphics (raised format for maps, illustrations)• Reader• Audio recording (e.g.classroom directions, assignments)• Spelling and grammar checking devices• Visual organizers (highlighters, graph paper, color coding)• Graphic organizers (flowcharts, diagrams, mind maps)

Response accommodations allow students to complete assignments and assessments as well as to solve and organize problems. These accommodations could benefit students with learning disabilities, physical, sensory or memory deficits.

Examples of response accommodations are:

• Scribe (to write as the student dictates) • Word processor• Customized keyboards• Touch screens• Speech to Text software ( student voice is used for input)• Braille keyboard• Braille Notetaker• Calculator device(for math calculation, not reasoning)• Books on tape(for students with visual impairments and low readers)• Audio amplification devices(FM trainers to increase clarity of sound)• Videotape and descriptive video• Screen reader (converts text to synthesized speech or Braille. Student

listens to text as displayed on screen)• Talking materials(calculators, talking clocks, timers)

B. Presentation and/or response format and proceduresThese are accommodations which respond to the individual learning style of the student.

Examples of instructional accommodations are:

• Visual cues(printed copy of lessons given to the student such as notes, outlines, written instructions)

• Auditory cues(summarizing or repeating directions)• Kinesthetic cues (Students are given manipulatives, real life samples to

view, touch, work with. They are encouraged to actually do/participate rather than listen or see in a picture or textbook).

30 31

Students with disabilities benefit from multisensory opportunities in the classroom. Teachers will be successful with these students if they incorporate the visual, auditory

and kinesthetic into every lesson.

C. Time / Scheduling These accommodations enable students with learning disabilities, sensory disabilities, physical disabilities or health-related disabilities to have adequate time to demonstrate their competence or to receive their classes while at peak performance level.

Examples of time/scheduling accommodations are:

• Extended time (the IEP team determines exactly how much extra time a student should be given for class assignments, homework, projects, which are reasonable based on the disability)

• Multiple or frequent breaks (assignments broken into segments or made shorter)

• Change schedule or order of activities (using peak performance time if student is on medication, or if concentration is low at certain points of the day: move to schedule complicated classes first)

D. Learning Environment / Setting Accommodations to the learning environment may involve changing the location in which the student with disabilities receives instruction or assessment. Easily distracted students, students with physical disabilities and or students with health impairments may need such accommodations:

Examples of learning environment/setting accommodations are:

• Reducing distractions to the student(e.g. putting students in front of the class)

• Reducing distractions to other students (e.g. use of study carrels if the student needs to speak aloud or use noisy equipment)

• Change location to increase access(e.g. move place of instruction to near bathroom/lunchroom for student in wheelchair)

• Other adjustments (e.g. lighting, temperature or ventilation may need to be examined for students with visual impairments, severe health disabilities)

E. Architecture These accommodations are structural in nature and require planning ahead to ensure comfort and access. Schools will not usually be able to make such accommodations for an individual student.

Examples of architectural accommodations are:

• installation of a lift for students with physical disabilities• wider doorways for bathroom entry• wheelchair ramps• Braille lettering in elevators and on room signage• door-opening devices• visual emergency alarm systems.

ADEC is seeking to apply the concept of “universal design” in its program to build and refurbish schools.. This is the development of products and environments to be usable by all people to the greatest extent possible This will increase the availability of “barrier-free” learning environments for students with special needs, and thus support increased inclusion.

MODIFICATIONS

Modifications are changes in what a student is expected to learn. These changes are made to provide a student the opportunity to participate meaningfully and productively along with other students in classroom and school learning experiences.

The need for learning modifications is individually determined by the IEP team and documented in the student’s plan. Students frequently considered for modifications are those with intellectual disabilities, or those students with severe learning disabilities. The IEP team needs to be cautious in deciding that the student needs curriculum modification because this will impact upon the level of certification that a student can obtain.

Modifications include changes to the curriculum in respect of the instructional level, content, and learning outcomes.

There are two main types of Curriculum Modification:

A. Adaptation3 B. Parallel Curriculum Outcomes4

32 33

A. Adaptation is a modification to the delivery of instructional methods and intended goals of student performance that does not change the core content but does slightly change the conceptual difficulty of the curriculum.

In order to apply adaptation, the teacher needs to specify intended goals for individualized students.

Examples of adaptation are:

• Differentiated activities• Using different instructional materials and activities for individual students.

Following are classroom examples of adaptation:

• Students in a writing assignment: the adaptation is that the special needs student works on the assignment in

a small group with teacher support.

• Students use five new vocabulary words in a writing assignment: the adaptation is that the special needs student selects three of the words

and uses them appropriately in the writing assignment.

• In mathematics, the students are dividing mixed fractions with unlike denominators:

the adaptation is that the special needs student is working on dividing mixed fractions with like denominators.

In these examples, all students in the class are working on the same skills but at different levels of difficulty.

3 E.g. http://www.circleofinclusion.org/english/pim/five/adaptations.html4 Curriculum modification: op cit

B. Parallel Curriculum Outcomes are modifications to the delivery of instruction and intended goals of student performance. The difference between adaptation and parallel curriculum outcomes is that this involves a significant change of conceptual difficulty and/or different skills.

Following are classroom examples of parallel curriculum outcomes:

• Students in an Arabic class are reading a story the parallel curriculum outcome for the special needs student is to locate

words or letters on a separately prepared worksheet with the story or parts of the story

• Students are completing a math worksheet on fractions the parallel curriculum outcome for the special needs student is to complete

a worksheet counting from 1 to 10.

• Students read the newspaper aloud and answer a series of questions the parallel curriculum outcome for the special needs student is to orally

report three things remembered from listening to the other student’s reading.

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2.6 INTERNAL AND EXTERNAL ASSESSMENT AND EXAMINATION ACCESS ACCOMMODATIONS, MODIFICATIONS AND EXEMPTIONS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Detailed guidance for schools on general arrangements for student assessment are set out in the ADEC Student Assessment Manual 2010-11.

This includes the following statement in relation to arrangements for students with special educational needs:

Students identified by the Learning support Team (LST) as having special learning needs are expected to be able to access as much of the curriculum as possible and demonstrate their learning. It is the school’s responsibility to ensure that this is facilitated through various accommodations and the development of specific Individual Education Programmes (IEP) where appropriate. SEN students could also be those who are gifted and/or talented and as such exhibit performances beyond most of their peers.

The IEP for an SEN student includes the expected learning outcomes for that student. Assessment of students with special needs must be against those criteria, using the same levels or marks system that applies for other students in the same Grade. This means that students with learning difficulties may achieve the same mark or grade for differentiated work undertaken at a more basic level than students who do not have learning difficulties who are working at the expected Grade level; similarly for those gifted and/or talented students who are working at a more advanced level.

Many students with special educational needs will take the same internal assessments and tests, and external examinations as those without special needs. Some students with special educational needs will require accommodations and/or modifications to test and examination arrangements to enable them to participate.

These arrangements are of two broad types:

(i) Accommodations

These are arrangements that will allow an individual student to access the same test or examination as students without special educational needs. These accommodations provide students with the ability to demonstrate mastery of skills and attainment of knowledge without being limited or unfairly restricted due to the effects of a disability.

(ii) Modifications

These are arrangements that change a test or examination to reflect the needs of an individual student as identified in their IEP

Please see further information on Accommodations and Modifications in Section 2.5.

INTERNAL ASSESSMENTS

These are the assessments that are created by schools.

Schools are expected to make suitable assessment arrangements for students with special educational needs in accordance with individual IEPs. In some cases this will involve making accommodations and/or modifications to general assessments. In other cases students will require a different form of assessment tool.

Through ADEC’s partnership with Zayed Higher Organisation for Humanitarian Care and Special Needs, a service can be provided to make accommodations to internal assessments for visually impaired /blind students e.g. transcriptions into Braille, large font, tactile graphics etc.

Exemption will not therefore apply to internal assessments,

Further information and advice on internal assessments can be provided by the regional Special Education Supervisor.

36

EXTERNAL EXAMINATIONS

These are the assessments/tests that are created externally to schools.

Where individual students require accommodations to be made in order to access these examinations, schools should confirm processes with their regional special education adviser.

No modifications can be made currently to external examinations. In general terms, students who would require modifications to be made will be exempted from these examinations.

ADEC will provide information to schools on exemptions for each set of external examinations.

SECTION 3

INDIVIDUAL PLANNING

3.1 The Individual Education Plan (IEP) 383.2 The Advanced Learning Plan (ALP ) – gifted and talented students 39

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3.1 DEVELOPING AN INDIVIDUAL EDUCATION PLAN (IEP)

In developing an IEP to support a student, the school Learning Support Team working with regional Special Education staff may wish to use the following planning sequence to ensure that effective learning outcomes are facilitated.

Developing individual goals

When developing individual goals use the SMART5 principle:

S Specific – the goal should relate to a particular skill or ability, not be a generalized, broad statement.

M Measurable – achievement of the skill or behaviour should be quantifiable and observable.

A Achievable – the skill, ability or behvaiour targeted should have a reasonable chance of successful achievement.

R Realistic – the skill should be realistic in terms of the student’s circumstances and capabilities.

T Timely - the learning of the skill, ability or behavior should be achievable within a reasonable time frame. The time of learning the skill, ability or behaviour should be appropriate for the student’s age and life.

The goal of the IEP should:

o lead to the student’s inclusion in all school activities, o be individualized in terms of the students needs (both short –term and long- term) and their current achievements and future aspirations, o be based on the student’s strengths.

A generic template for an Individual Education Plan may be found at Annexe 2

Step 1

Step 2

Step 3

Step 4

Step 5

UNDERSTANDING THE STUDENT• Share understandings of factors that impact on the student’s schooling.• Identify the student’s skills, strengths, preferences, abilities and motivations.• Identify the student’s preferred learning style.

SET GOALS• Identify long-term goals that reflect learning outcomes in social, academic and life skills development.• Identify short-term goals that will lead sequentially to the achievement of long-term goals.• Ensure that the goals are measurable, achievable and time-framed.

Monitor and evaluate the plan• Determine how the student’s plan is to be measure, rated and reported.• Measure the student’s progress in social, academic and life skills development..• Revisit goals and priorities.• Adjust the plan and implement strategies.

DEVELOP THE PLAN• Identify what needs to be addressed to ensure achievement of goals.

IMPLEMENT THE PLAN• Identify strategies for program delivery – when, where, by whom and with whom.

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SECTION 4

SCHOOL OPERATIONSSPECIAL EDUCATION SERVICES

4.1 Profile of regional services 424.2 Registration of students with special educational needs 454.3 Referral for special education assessment and request for 46 services

3.2 DEVELOPING AN ADVANCED LEARNING PLAN (ALP)

GIFTED AND TALENTED STUDENTS and ADVANCED LEARNING PLANSAcademic Intervention and Learning Support Services

The criteria for Gifted and Talented students set out in Section 2.3 could include a significant proportion of any school population who are capable of high performance in one or more areas. For many such students, effective classroom and extra-curricular programs and opportunities (which may include resource room provision) that provide differentiated educational planning and provision will address their special educational needs.For a much smaller number of highly or exceptionally gifted students the processes of differentiation will need to be underwritten by guaranteed support systems. The process for this will be through the Advanced Learning Plan, which is a process very similar to that for developing an IEP as set out in Section 3.1..

This includes:1. An initial appraisal of the student’s learning and support requirements is made by

school staff and on that basis referred to the Learning Support Team. Initial support programs are drawn up and passed to the classroom teacher(s) to implement and trial for a period of no less than 3 months.

2. Where this school-based intervention is then found to be insufficient to meet the learning needs of the individual student, a referral will then be made to the regional Special Needs team.

3. A member of the Special Needs team will then conduct an assessment and on that basis either advise the school further on how to provide a suitably differentiated curriculum for the student or, where necessary, initiate the establishment of an Advanced Learning Plan.

4. Should an ALP be appropriate it will be the school’s responsibility to set up a meeting at which a parent, Special Needs team member, teacher and Learning Support Team representative will meet to determine the nature of the provision to be provided through the ALP.

5. The provision within the ALP will then be monitored and reviewed at least annually (at the end of trimester 3 or the beginning of trimester 1) to determine the ongoing appropriateness of the plan in meeting the learning needs of the student.

NB Alongside curriculum differentiation strategies, other solutions for meeting learning needs may be considered appropriate. These include providing wider access to learning opportunities beyond the classroom and the standard curriculum. In general the more able the students the more they will benefit from opportunities to enrich their experience within their area of excellence by working in creative and collaborative ways with other young people who share their enthusiasm and potential for achievement.

A generic template for an Advanced Learning Plan may be found at Annexe 3

42 43

4. SPECIAL EDUCATION SERVICES

Each education region has a range of resources to support students with special education needs. These resources include special education teachers, special classes, resource rooms for learning difficulties, resource rooms for gifted and talented students, school psychologists and an education support centre.

4.1 Profile of Special Education Services and Programs

ADEC through the education region provide a range of services and resources to support the education of students with special education needs. These include special education teachers, special classes, resource rooms for learning difficulties, resource rooms for gifted and talented students, school psychologists and an education support centre.

Regional Special Education Services (SES)

The Regional Special Education Services are responsible for the planning, monitoring and delivery of all special education services in the region. In addition to this the SES consults with special centre transition teams for the transition of students to and from schools and special centres. A data base for all SES activities such as; number of special classes and resource rooms, number of students accessing SES programs, location of region staff, location of school based staff and the monitoring of student movement between schools and special centres is maintained by the Regional SES.

Special Education School Based Programs

Support classes in regular school

Support classes in regular schools provide individualized learning programs for students where it is agreed that the student’s educational needs cannot be met in a regular class. Support classes should allow for both academic and social integration opportunities for students in age-appropriate regular school activities. The support class teacher has the responsibility for the development and implementation of each student’s learning program and the identified needs and goals for the student.

Special Classes

The aim of special classes is to maximise learning outcomes and opportunities for students who have been confirmed by the Regional SES as having special educational needs. Students attending a Special Education Class are expected to have an individual education plan and behaviour support plan developed in collaboration with the special education teacher, the school’s social worker and other relevant professional/agencies.

The principal of the school is responsible for supporting the special education class by ensuring the appropriate staff, are actively involved in the review and development of programs that support the transition of the student into and out of the special class.

Resource Room Learning Difficulties (RRLD)

Students experiencing difficulties in learning may need accommodations and learning adjustments to enable them to access and participate in learning on the same basis as other students. RRLD provide intensive educational support for students who have been confirmed by the Regional SES as having learning difficulties. Students attending an RRLD program are expected to have an individual learning program and behaviour support plan developed in collaboration with the special education teacher, the school’s social worker and other relevant professional/agencies.

Resource Room Gifted & Talented

RRGT provide advanced educational support for students who have been identified by the Regional SES as gifted and/or talented. RRGT will provide a range of specialist support for students in years KG - 12.

Students attending an RRGT program will have an advanced learning plan and behaviour support plan developed in collaboration with the special education teacher, the school’s social worker, parents and other relevant professional/agencies.

ADEC Regional Educational Support Service Centres

The Education Support Service Centre provides consultancy, resources and information to region staff to support the education of students with special learning needs. The centres provide service to students referred from ADEC schools The centre is coordinated by the Team Leader for SEN.

Psychological and Social Services

The school psychologist is responsible for bringing forward relevant aspects of the student’s needs which must be considered when developing an Individual Education Plan (IEP). The school psychologist is contacted by the school social worker to:

- assist with the assessment of students- provide relevant information from the student file to the social worker- provide ongoing support for students with special education needs as required- liaise with the parents, caregivers and other agencies where necessary- facilitate a case management approach for students requiring ongoing counselling support.

44 45

1. Parent contacts the Special Education office in the relevant regional Special Education team to request school placement no later than February 1st of the admission year.

2. Parent completes a referral interview with the Special Education Supervisor.3. The Special Education Supervisor takes the referral and arranges for a multidisciplinary

evaluation of the student. The Special Education Supervisor also searches for any records on the student from prior schools or centers.

4. Student Evaluations take place from February 1st – March 10th for admissions in September

5. The pecial Education Services convenes a meeting no later than March 31st to decide eligibility, placement, to write the IEP, and identify appropriate school(s)

6. The Learning Support Team supports the parent in completing the school registration process as needed

7. The student is admitted to the identified school in September

Schools must refer to the Special Education Students on eSIS user manual

4.2 REGISTRATION AND ADMISSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

It is mandatory for students in the Emirate of Abu Dhabi who are between the ages of six (6) and sixteen (16) to be enrolled at an ADEC School (public or private).

Parents are responsible for ensuring that children of mandatory school age are enrolled in school no later than June 30th, of the year in which their children will begin to attend. Parents registering for Kindergarten must do so before May 1st.

Students will be enrolled in the most age appropriate school cycle and grade within proximity to the family home. The Regional Education Office will be responsible for determining the most suitable school cycle and grade based on ADEC guidelines for appropriate ages at each grade level.

Children under the mandatory school age (6 years old) may enroll for one (1) year of kindergarten prior to enrolling in grade one. For a child to enter grade one, he or she must have turned six years old on or before October 1st of that year.

Students are expected to attend school on each day of the ADEC academic calendar. Parents are expected to ensure that their children attend school. Principals are responsible for the attendance of all students registered at their school, and for establishing procedures to maintain high attendance, in line with the Policy 4.3 Student Attendance.

Students with disabilities are entitled to enroll in any school without exception. However, students with disabilities may need to be supported by additional procedures.

Where a student has significant special educational needs, schools need to advise parents seeking admission for students from home to adopt the following process in order to ensure proper assessment of the student’s needs and the provision of suitable support. Where admission requests fall outside of these timescales, schools should seek advice from their regional Special Education office.

46

SECTION 5

ANNEXES –PROFORMAS, TEMPLATES and

CONTACTS

Annexe 1: Intervention plan for LSTs 48Annexe 2: Individual Education Plan 49Annexe 3: Advanced Learning Plan 53Annexe 4: Referral form – Access to Special Education Services 57Annexe 5: Contact details: Regional Special Education Services 61

4.3 REFERRALS TO REGIONAL SPECIAL EDUCATION SERVICESFOR ASSESSMENT

Parents must give written consent for this evaluation.

The multidisciplinary evaluation will be conducted and may include:

• an educational assessment• any diagnostic work relevant to the suspected special needs of the student• assessment by a physical therapist, occupational therapist, educational

psychologist, or speech-language therapist

The evaluation is completed and the results are sent to the regional supervisor of special needs.The regional supervisor will contact the LST and request a meeting.

Parent meeting and IEP developmentThe LST schedules a meeting with the parent to discuss the results of the evaluation. Together, they decide if the child is eligible for special education services, under which disability category and which educational placement is most appropriate.If the child is not eligible for educational services, the team discusses the need for educational accommodations. Any teacher training needs could also be recommended.

Placement:Eligible students need to be placed with the necessary materials, equipment and services as soon as this can be arranged.As necessary, the IEP is reviewed and changed by the LST and the parent. The IEP needs to be accurate in its goals and objectives so that students can show educational progress.

Review:Once every school trimester, the LST conducts a review of the IEP to examine the progress of each student and to plan for upcoming exams and assessments. The IEP is also updated to reflect the newly identified academic, social and behavioural support needs.

Final Evaluation:A review of the student and the IEP is scheduled for the end of each academic year. All evaluations carried out at the first assessment, including academic assessments, behavioural; assessments and a physical examination, plus any new assessments considered necessary are carried out. The Regional SES team meets with the parent and the LST to make any adjustments to the IEP based on this new information.

When a student has been unable to meet the goals and objectives of the IEP, or in some cases may have regressed, then a referral for alternative education placement may be necessary, This may be a special needs Centre, vocational training placement or another suitable provision as relevant to the needs of the individual student.

The referral form may be found at Annexe 4.

48 49

50 51

52 53

Annexe 3

Gifted/ Talented Education Advanced Learning Plan (ALP)

Student Name: -------------------------------------- Date of Birth: ----------------------------- School: ----------------------------------- Grade: ----------------------------------- Date: ----------------------------------- Home Telephone: -----------------------------------

A. Assessment Data:In this section record any relevant information relating to attainment in tests and other objective assessment marks/scores. These may be I.Q., non-verbal reasoning, creativity or other standardized tests of ability or ADEC tests such as PIPS or EMSA. Also record relevant subjective evidence relating to student competences, characteristics and learning behaviours.

Test Name(s): Score:

Academic Subject Grades:

Subjective assessment (e.g. observations, significant teacher assessments, peer or self assessments, parental interviews, interviews, profile outcomes, learner evaluations, reports from other persons, etc)

B. Summary of Academic StrengthsIn this section record the particular strengths or area(s) of excellence demonstrated by the student. NB These may be academic achievements or areas of great potential or areas of talented performance as set out in the Gifted and Talented Definition.

54 55

……………… Differentiated Instruction (See definition)

…………… Enrichment Opportunities (e.g. school clubs, creative challenges, problem - solving, thinking skills)

………… Individual Support (e.g. academic or social mentor, one-to-one tuition, etc)

………… Acceleration or Promotion [accelerate whole grade(s); promote to higher grade for specific lessons]

…………… Advanced or Specialized Learning Opportunities (e.g. coaching program or on-line course) ………… Other ……… …………… …………… …………… …………… …………… …………… …………… …………………

H. Current Programming and Interventions:Record here any type of provision that is currently in place for the student and whether it is to be continued, modified or replaced by provision now identified under the ALP

I. Student Goals or targetsUse the grid below to record any specific goals of the provision specified in the ALP (e.g. To improve the student’s current level of underachievement in mathematics by having his mathematics lessons with the Grade 5 class, etc). Where any specific targets have been set for the student (e.g. Attain A grade in Arabic) these should also be recorded and made clear to the student.

C. Key Areas for Improvement or DevelopmentIn this section record any relevant information relating to attainment in tests and other objective assessment marks/scores. These may be I.Q., non-verbal readoning, creativity or other standardized tests of ability or ADEC tests such as PIPS or EMSA. Also record relevant subjective evidence relating to student competences, characteristics and learning behaviours.

D. Social, Emotional and Behavioural FactorsComment here on any social, emotional or behavioural issues which relate to the student’s engagement with learning (positive or negative) as well as the students well-being within the school community

E. Learning Styles and AptitudeComment here on the student’s learning style (e.g. visual, creative, collaborative) and the personal qualities or attitudes which the student brings to their learning (e.g. inquisitive, enthusiastic, cooperative, etc). Note any obstacles as well as advantages in this respect.

F. Academic and Learning NeedsProvide here an overview of what the evaluation process has revealed about the main area(s) of development and support required by the student to positive progress within the context of his/her advanced ability and identified learning needs.

G. Gifted/ Talented Program Recommendations: (√)Tick areas to be supported through the ALP. Then for areas identified for support provide specific summaries of the nature of the provision to be put in place (e.g. Differentiated Instruction – what, when, how, by whom?; Enrichment Opportunities – what, when, how long for, etc). This is the section to record the agreed support intended to meet the identified areas of need for the individual student.

56 57

REVIEW Date (s) When will the

goals be reviewed?

Evaluation What will be

the evidence of student

achievement?

Person (s) Responsible

Who is responsible for implementing

this goal?

Goal or target

J. Signatures:

Student: _____________________________ Date: _______________

Parent/ Guardian:_______________________ Date: _______________

Classroom Teacher (s): _________________ Date: _______________

Other (Include Title): _________________ Date: _______________

Annexe 4

Referral to the Regional Special Education Teamنموذج طلب خدمات التربية الخاصة - يتم تعبئتها من قبل فريق الد

Request For Special Education Services

اسم الطالب :

Grade :

تاريخ الميالد :

Date of birth :

أنثى ذكر

M / F

اسم الطالب :

Student name :

نوع المشكلة

The type of problem:

اللغة المستخدمة في المنزل

Language spoken :

صلته بالطالب :

Relationship to student :

اسم ولي األمر/أو من :ينوب عنه

Parent / carer name :

الهاتف المتحرك :

Address :

هاتف المنزل :

Home Phone :

العنوان :

Address :

فاكس المدرسة :

School :

هاتف المدرسة :

School Phone:

المدرسة :

School :

Service requested support for :

Special ClassBehavior

Resource Room Learning Difficulties Supportive Technology

Resource Room Gifted and talented Speech and language problems

Health Authority Services Diagnosis and evaluation

Other (specify )

..........................................................................

..........................................................................

..........................................................................

Enlarge curricula

Braille method

Teacher Assistant

تعديل السلوك

خدمة الدعم المطلوبة

صف خاص

التقنيات المساعدة غرفة مصادر صعوبات التعلم

اضطرابات اللغة والكالم غرفة مصادر للموهوبين والمتفوقين

تشخيص وتقييم خدمات صحية

تكبير منهجأخرى ) حدد (

منهج برايل

معلم مساعد

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Current support services in the school:

Anticipated outcomes for the student if services are provided :

n

n

n

n

n

n

Date SignaturePrincipal’s Name

To be completed by the Parent / Carer

I / We have been involved in the discussions about the program for our child Yes No

I / We agree with the services to be provided to build by a team of School Support Yes No

The preference of the parent

Notes

Date SignatureParent / Carer’s Name

Parents Mobile : Father Mother

حدد خدمات الدعم الموجودة في المدرسة حاليًا

النتائج المتوقعة للطالب إذا تم تقديم الخدمات

إنا / نحن قد تم إشراكنا بالنقاش حول البرنامج المعد لطفلي

أنا / نحن نوافق على الخدمات التي ستقدم ألبني من قبل فريق الدعم المدرسي

ما يفضله ولي االمر

مالحظات

نعم

نعم

ال

ال

التاريخ

يتم تعبئتها من قبل ولي األمر أو من ينوب عنه

اسم المدير / المديرة التوقيع

اسم المدير / المديرة التوقيع التاريخ

Please attach any relevant documentation

Class reports

Social Worker reports

Psychologist reports

IEP

Hospital report

Others

The Supervisor of Special needs to be completed by

Assure that the student meets the conditions of service of Special Education

Support Service ……………………………………………………………………………………………..

School …………………………………………………… Zone ……………………………………………………

Principal ……………………………………………………………………………………………..

School Contact Person ………………………………………………………………..

Additional comments :

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

Date SignatureSupervisor name

الرجاء إرفاق أي وثائق ذات صلة

أؤكد أن الطالب استوفى الشروط لخدمة التربية الخاصة

خدمات الدعم

المدرسة

المدير

الشخص المرجعي للمدرسة

تعليقات إضافية

التقارير الصفية

تقارير األخصائي االجتماعي

تقارير األخصائي النفسي

ملخص الخطة التربوية الفردية

تقارير طبية

أخرى

يتم تعبئتها من قبل مشرف االحتياجات الخاصة

اسم المشرف التوقيع التاريخ

60 61

Head of Special Needs Department

Access to service supported

Yes

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Date SignatureHead of Special Needs Department name

Annexe 5

Contacting Regional Special Education Services

Abu Dhabi

EmailFaxOffice telephoneRegion

02 6653000Abu Dhabi

03 7635000Al Ain

02 8847223Al Gharbia

Please ask for Special Education Services. The operator will direct your call to the correct person.

رئيس قسم االحتياجات الخاصة

خدمة الحصول على الدعم لذوي االحتياجات الخاصة

تعليقات

اسم رئيس قسم االحتياجات الخاصة التوقيع التاريخ

نعم

ال