Inclusion Policy Workshopsssssssssss.ppt

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1. Inclusion Policy
Workshop

3. CONTENT OUTLINE
2. Definitions and updated
terminology
1. Context and purpose
3. Policy elements
4. Questions and discussion

4. Policy Context
Inclusive provision in private schools was previously guided primarily
by Policy 48 of the 2014-2015 Guidance Manual-this is superseded by
this policy with effect from 3 October 2023.
Reflects the changing landscape of inclusion
Aligns with international best practice
Recognizes and reflects the unique Abu Dhabi context
Supports students, parents, school owners and school staff
Aligns with other recently revised policies

5. THE PURPOSE OF THE INCLUSION POLICY
Define inclusive education as a fundamental right for all
Specify admissions requirements
Ensure schools offer standard inclusive provision
Outline requirements to charge additional fees to parents
Identify school leadership roles and responsibilities
Define minimum requirements for compliance

6. ADDITIONAL LEARNING NEEDS
Describes an individual’s requirements for additional support,
modifications or accommodations within a school setting on a
permanent or temporary basis in response to a specific context.
Includes those without a diagnosed need, where the
school has identified that the student meets the criteria
above.
Includes those with a diagnosis who meet the criteria for
Student/Person of Determination status.
Includes those with sensory impairments such as visual or
hearing impairment.
Includes those with restricted mobility and/or a physical
disability.

7. DOCUMENTED LEARNING PLAN
Behavior Support Plan
(BSP)
Individual Education Plan
(IEP)
Individual Learning Plan (ILP)Advanced Learning Plan
(ALP)
“A plan which outlines any personalized learning
targets, modifications to curriculum, additional
support or tools for learning which are agreed
upon by school staff, parents and students. “
Individual Support Plan (ISP)Pupil Passport

8. TIERED MODEL OF SUPPORT
“An approach to meeting the different
needs of students which
acknowledges that most needs can be
met by the teacher (Tier1: Universal),
while some may require specific
interventions (Tier 2: Targeted) and a
few may require a high degree of
personalization and possibly external
support by specialists (Tier 3:
Intensive and Individualized). This
includes systems such as Multi-Tiered
Systems of Support (MTSS) and the
Graduated Approach model, and
others. “
Tier 3 – Intensive Support
 
Such as 1:1 assistant.
Some parts of curriculum
may be highly modified.
 
Tier 2 – Targeted
 
Some support in and/or out
of class, e.g. from the
Inclusion Team
 
Tier 1 – Universal
 
High quality teaching for all,
adapted to individual needs.
 
 

9. Tier 3 – Intensive Support
 
Such as 1:1 assistant.
Some parts of curriculum may be
highly modified.
 
Tier 2 – Targeted
 
Some support in and/or out of class,
e.g. from the Inclusion Team
 
Tier 1 – Universal
 
High quality teaching for all, adapted
to individual needs.
 
 

10. KEY DEFINITIONS
INDIVIDUAL ASSISTANT
Formerly known as
“Shadow Teacher”
parent-funded staff who
provide non-teaching
support for students on a
1:1 basis and this is
required for at least 50%
of the school day.
CLINICAL ASSESSMENT
REPORT
A report resulting from an
assessment of a student
conducted by a clinical
psychologist, educational
psychologist, speech and
language pathologist,
doctor or other suitably
qualified professional.

11. KEY DEFINITIONS
ANNUAL REVIEW
A meeting that comprises
as range of stakeholders
(including external
specialists) to discuss
progress and provision for
students with Additional
Learning Needs who
require a highly
personalized approach to
learning.
SPECIALIZED PROVISION
Educational provision which
meets the individual needs
of students who require
specialist attention (a blend
of teaching and therapy)
and focused resource
allocation due to unique
learning and engagement
requirements.

12. WHAT MUST THE POLICY INCLUDE?
Schools shall develop, implement, monitor, evaluate, and
annually review their Inclusion Policy. It shall be available on
the school’s website in Arabic and English (or the school’s
language of instruction).
Vision, mission, strategy and targets
How the school supports the admissions process for
students with Additional Learning Needs (ALN) and their
families
The school’s standard inclusive provision
Physical accessibility requirements, including accessible
learning and support spaces
Additional fees for services
Roles and responsibilities.

13. WHAT ARE THE REQUIREMENTS FOR ADMITTING
STUDENTS WITH ADDITIONAL LEARNING NEEDS?
“Students with Additional Learning Needs (ALN) shall, under no
circumstances, be denied a place at a preferred school, providing
that the school has the capacity to admit them in the appropriate
year/grade.”
Prioritize attendance of students with Additional Learning Needs (ALN)
and their siblings
Request Clinical Assessment Reports from parents (where these already
exist)
Support students transitioning into the school
Provide accommodations during entrance tests
Use entrance tests/assessments to plan provision
Ensure safe and equitable access to learning and physical environment
Define what constitutes the school’s ‘Inability to Accommodate’

14. INABILITY TO ACCOMMODATE
Define what constitutes on ‘Inability to Accommodate’ for the
school, with regard to the school’s obligation to admit students with
Additional Learning Needs (ALN) providing that there is capacity.
Submit an ‘Inability to Accommodate’ notification to ADEK and
parents within 7 days of the decision being made.
We will review the notification, decide whether to uphold or overturn
the decision, and notify the school and parents.

15. REFERRALS TO SPECIALIZED PROVISION
Almost all students with Additional Learning Needs (ALN) will learn
in mainstream settings alongside their peers.
School staff must discuss alternative settings with ADEK, not
parents.
Currently, UAE nationals with severe autism residing in Abu Dhabi
are eligible.
Qualifying students will require intensive therapy and support that is
not available in school.

16. True or False?
The school
website has to
include a
section on
inclusion.
The school can
set a cap on the
number of ALN
students they
have.
Schools can ask
parents to get their
child assessed before
they make a decision
about admitting them
to the school.
The school’s
Inclusion Policy has
to be reviewed
annually.
Expat
children
can attend
ADEK
Specialized
Provision.

17. STANDARD INCLUSIVE
PROVISION

18. INCLUSION STAFF
Head of Inclusion, with no more than 10% of their timetabled
workload on duties outside their role as Head of Inclusion and
member of the school’s leadership team.
One Inclusion Teacher per cycle, as a minimum, with no more
than 10% of their timetabled workload outside of their role
teaching students with Additional Learning Needs (ALN).
Inclusion Assistants, who provide additional support to
teachers to meet the needs of students with Additonal
Leanring Needs (ALN), in class, small groups and 1:1.
Individual Assistants, who provide personal care and non-
teaching related support and are parent-funded (not part of
standard inclusive provision).

19. THE INCLUSION TEAM
The organizational structure will vary according to the
needs of the school.
The school must have, as a minimum, a Head of Inclusion
as well as one Inclusion Teacher per cycle, who meet the
requirements in the Staff Eligibility Policy.
Further support for students with Additional Learning
Needs (ALN) could be available from additional Inclusion
Teachers, Inclusion Assistants and Individual Assistants.
Larger schools might have highly-qualified Inclusion
Leaders for each cycle/phase, who are guided by the Head
of Inclusion.

21. PHYSICAL ACCESSIBILITY
Schools shall ensure buildings and learning spaces are
reflective of a Universal Design approach and provide
equitable access to education for all students.
At least the ground floor of the school is accessible to all
Personal Emergency Evacuation Plans area developed for
those that need additional support to evacuate safely
Risk assessment and mitigation plan developed
School accessibility plan developed

22. LEARNING SPACES
Schools shall ensure buildings and learning spaces are
reflective of a Universal Design approach and provide
equitable access to education for all students.

Furniture and classroom resources are appropriate for all
Students are not disadvantaged by having some lessons in
spaces they cannot access
Specialized teaching spaces (science, sport, arts) are
accessible to all
The needs of children with hearing and visual
impairments are met
Universal Design for Learning approach
Accommodations and modifications to teaching

23. SPECIALIST SUPPORT SPACES
Facilitation of pull-out interventions, therapy and
targeted support through provision of:
Accommodations for each cycle
Spaces that meet sensory needs
Technological and digital resources that are
equivalent to other classrooms
Learning resources appropriate for the needs of
students receiving support

24. IDENTIFICATION, REFERRAL AND TRACKING
The school shall develop a robust identification, referral and
tracking system which:
Outlines how to raise concerns
Identifies needs, e.g. through standardized assessment
Enables communication with parents
Integrates input from staff, students and parents
Enables the creation of Documented Learning Programs
(DLP)
Records student details on eSIS

25. ASAD’s Student Disability Identification
and Support Framework
1.Observation
2.Diagnostic
3.Teacher’s Checklist
4.EAL/Inclusion Team
5.Meeting with parents (parent’s checklist)
and Social Worker
6.Action plan and Documented Learning
Programs (IEP, ISP etc.)

26. IDENTIFICATION, REFERRAL AND TRACKING
The school shall develop a robust identification, referral and
tracking system that tracks the progress of students with
Additional Learning Needs by:
Using a Tiered Model of Support
Reviewing and reporting progress termly
Subject leaders tracking progress and attainment in their
subjects
Creating and implementing a Documented Learning Plan
(DLP) for students receiving at least Tier 2 and 3 support
Conducting annual review for Tier 2 and 3 students
Personalizing student progress reports

27. INCLUSIVE TEACHING AND LEARNING
APPROACHES
Schools shall ensure that their teaching and learning approaches reflect the
following elements:
Lesson planning incorporates inclusive teaching strategies.
Lesson content is personalized for students with Additional Learning Needs
(ALN) and supports progress towards Documented Learning Plan (DLP) targets.
School staff, including Inclusion Assistants and Individual Assistants, have
access to continuous professional development (CPD) about inclusive
approaches to education.
The Inclusion Team is deployed according to the needs of students.
Use of a tiered Model of Support which reflects student needs and response to
intervention.
Students receive therapy at school from external specialists.
Assistive technology is used to support learning.
Teachers are responsible for delivering adaptive teaching for all students.
Concerns about progress and attainment are raised with parents promptly.

28. CURRICULUM
Schools shall provide students with Additional Learning Needs
an opportunity to follow an appropriate curriculum pathway
and achieve appropriate outcomes.
A broad and balanced curriculum, including a full range of
Extra Curricular activities
Technical and vocational education pathways aligned to
MoE equivalency
Modified curricula by agreement with parents and
awareness of the impact
eSIS reflects the provision of a modified curriculum

29. ASSESSMENT ACCOMMODATIONS
Therefore, schools need to evaluate the needs of all
students with ALN to :
Ensure accommodations and modifications reflect the
student’s normal way of working in the classroom
Adhere to guidelines/obtain permission from external
assessment boards
Develop an assessment Accommodations Policy
“ Schools shall ensure that students with Additional
Learning Needs are not disadvantaged during any
form of assessment. “

30. ADDITIONAL FEES
“Schools shall follow the principle of Inclusion which states that
equitable access to education is the right of all students and efforts
are made to meet the needs of any students with Additional
Learning Needs within the school’s fee structure. “
Additional fees subject to stipulation on the Clinical Assessment
Report
Schools justify and provide evidence of requirements and costs
Update eSIS with additional fees and provide statements to
parents
Capped at 50% fee, except for Very Low and Low Fee schools,
subject to agreement
Optional 10% administrative fee for In-School Specialist Services
Termly review of charges and evaluation of services and
requirements

31. LEADERSHIP – THE BOAD OF TRUSTEES
“The school’s Inclusion Policy shall describe the roles and
responsibilities of the school leadership. “
The Board shall:
Set the strategic direction for the school, incorporating a
commitment to inclusive education.
Nominate one board member for oversight of inclusive
provision
Budget for staffing and resources to support inclusion of
students with Additional Learning Needs.
Ensure improvements to accessibility of the school site
and learning environments.

32. LEADERSHIP – THE SCHOOL PRINCIPAL
The Principal shall:
Make inclusion a standing agenda item for Senior Leadership Teams (SLT) and
Board meetings.
Make inclusive provision part of the School Development Plan (SDP).
Ensure a member of the Senior Leadership Team (SLT) has direct oversight of
inclusive provision.
Appoint a Head of Inclusion in accordance with the ADEK Staff Eligibility Policy.
Appoint separate members of staff for multilingual and Gifted and Talented
students.
Ensure access to continuous professional development (CPD) on adaptive teaching
and safeguarding.
Establish a risk assessment procedure for those with physical or sensory
impairment.
Ensure data on students with Additional Learning Needs (ALN) is submitted to
ADEK.
Ensure incidents of maltreatment of students with Additional Learning Needs (ALN)
are recorded and resolved.
Establish an emergency evacuation system.

33. LEADERSHIP – THE HEAD OF INCLUSION
The Head of Inclusion shall:
Coordinate all aspects of provision for students with Additional Learning Needs
(ALN).
Collaborate with teachers to track progress and attainment.
Ensure documentation is appropriately stored and evaluated.
Maintain and review a register of students with Additional Learning Needs (ALN),
including Documented Learning Plans (DLPs) and Personal Emergency Evacuation Plans
(PEEPs).
Develop and review Personal Emergency Evacuation Plans (PEEPs) in partnership
with the Health and safety Officer (HSO).
Evaluate accessibility and evacuation procedures with the Health & Safety Officer
(HSO).
Ensure eSIS and other data systems are up to date.
Quality assure teaching and provision for students with Additional Learning Needs
(ALN).
Meet with parents regularly and advise how they can support the child at home.
Evaluate and review the impact of interventions.
Coordinate therapy on site through In-School Services System.

34. COMPLIANCE TIMELINE
Policy released to private schools on 3 October
2023, effective immediately.
The Students of Determination (SoD) Team will be
visiting schools to support self-evaluation and
action planning
Full Compliance Required: 1 September 2025