Inclusion

Dubai Schools is not selective, but fully inclusive. The school has its own dedicated Inclusion Support Team led by an Inclusion Champion and monitored by a Governor for Inclusion. The school works on a graduated response to identifying and removing barriers to learning with support structures including:

Universal Support

All students benefit from high quality teaching and learning that is differentiated with ongoing and timely assessments to inform any further provision needed.

Targeted Support

Some students may benefit from small group interventions, both within and outside the classroom. This is provided by Support Teachers and/or Learning Support Assistants.

Specialist Support outside the school's provision

Specific targeted intervention for individuals which may incur additional costs for the parents. This may include an individual learning support assistant (ILSA), therapists (such as occupational or speech therapy) or formal assessments (such as by an educational psychologist). Specialist support is always suggested in the best interest of the child and must consider multiple options that relate to what parents are able to responsibly afford.

The school also strongly adheres to all appropriate legislation and guidance within the United Arab Emirates and uses this to build and support all school policies and procedures. This includes (but is not limited to):</

The school also strongly adheres to all appropriate legislation and guidance within the United Arab Emirates and uses this to build and support all school policies and procedures. This includes (but is not limited to):

  • The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

  • Federal Law No. (20) of 2006 which provided for equal care, rights and opportunities for people of determination.

  • Dubai Law No. 2 of 2014 concerning the protection of the rights of persons with disabilities

  • Executive Council Resolution No. 2 of 2017 on regulating private schools in Dubai.

  • Dubai Inclusive Education Policy Framework (2017) which provides clear standards for all education providers about how to effectively include students of determination within their learning communities.

  • Implementing Inclusive Education: A Guide for Schools – Creating the capacity for change

  • The UAE school Inspection Framework

Based on the above, the school works from a rights-based model of disability and support, where inclusion and appropriate support of all pupils (inclusive of those viewed as high achievers or Gifted and Talented) is seen as a human right. As a result, we will strive towards the following:

  • That all students should feel safe, confident, and happy at school.

  • That every student makes the best progress possible towards achieving their potential and enjoying their time at school - be that in lessons, during their play at lunchtimes or when involved in any of our school excursions and extra-curricular activities.

  • The promotion of students’ beliefs in themselves as a learner and valued member of our school community.

  • That inclusion is seen as the responsibility of the whole school community, permeating all aspects of school life and applicable to all our students.

To support with the above the school appoints a Governor dedicated for inclusive education who is responsible for holding the school to account around inclusion and support and challenge the school as it progresses towards increasingly inclusive practice. An Inclusive education improvement plan has also been created to support the strategic development of inclusion within the school and to support the governing board in monitoring provision. This strategic plan also takes into account elements of working towards adhering to the Dubai Universal Design Code. This provides clear guidance and standards about how the built environment and transportation systems in the Emirate of Dubai shall be designed, constructed and managed to enable full access and use by all members of the community. This includes access to and use of education settings. Strong collaborative partnerships will also be made with therapy and medical centers, vocational and alternative learning programs, as well as tertiary and higher education providers.

University Counseling

University Counseling

The University and Guidance counselor uses a holistic approach to work with students on goal setting, career coaching and academic success. Starting in middle school, we work with students to be future focused and forward thinking. Students are exposed to different career paths, career, and university fairs.

Our students get one on one help for goal setting, and university planning. Our counselor is knowledgeable about the latest University trends and admission requirements for Universities across the globe to keep students informed while they complete their high school education. Guiding our students to achieve their dreams is our main goal.

Pastoral Care

Pastoral Care

The Pastoral Counselor role within the school focuses on the development, social, and emotional side of students and their learning. Using a holistic approach, the counselor promotes student's overall wellbeing and success as the student moves from the primary grades, to secondary years, as they are prepared for University.

Counseling includes topics such as understanding self and others, coping strategies, peer relationships and social skills, communication, problem solving, decision-making, conflict resolution, and study skills.

Providing individual and small group counseling, to proactively assisting parents and the school community, to collaborating with other staff and departments in the school provides the balance of the individuals need within the holistic approach to provide all students the opportunity to achieve their best.