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What Works at Uptown Primary

What Works at Uptown Primary. SCHOOL PROFILE 2011-2012. PYP school in Mirdif 546 students aged 4- 11 Supported by 2 Special Education Teachers 2 English as Additional Language Teachers 1 part time Teacher Assistant 7 Student Assistants. DSIB INSPECTION HANDBOOK 2011-2013.

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What Works at Uptown Primary

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  1. What Works at Uptown Primary

  2. SCHOOL PROFILE 2011-2012 • PYP school in Mirdif • 546 students aged 4-11 • Supported by 2 Special Education Teachers • 2 English as Additional Language Teachers • 1 part time Teacher Assistant • 7 Student Assistants

  3. DSIB INSPECTION HANDBOOK 2011-2013 5.2 Quality of Support • Staff-student relationships • Management of attendance and punctuality • Identification of students with special education needs • Support for students with special education needs • Advice and support for all students

  4. DSIB RATING - OUTSTANDING • A caring and supportive ethos throughout the school • Knowledgeable and skilled leadership of SEN • Strong partnership with parents to facilitate inclusion and good progress. • Inclusive approach to meeting the needs of all students • High quality IEPs • Well established and effective links with external agencies to support students

  5. IDENTIFICATION OF STUDENTS WITH SPECIAL EDUCATION NEEDS All staff are aware of how to identify students with a special education need • Record of Concern • Record of English as an additional language • Talented and Gifted

  6. WHAT NEXT? • In class observation • Accommodations and modifications • Formal testing • Parent/Teacher meeting • Referrals

  7. REFERRALS • Developmental Pediatrician • Psychologist • Speech Language Therapist • Play Therapist • Occupational Therapist • Behavioural Optometrist • Dietician

  8. NEEDS IDENTIFIED • Talented and Gifted Students • General Learning Disability • Speech Language Disorder • Dyslexia • Attention Deficit Disorder • Attention Deficit and Hyperactivity Disorder • Hearing Loss • Down Syndrome • Visual Processing Difficulties • Anxiety • Sensory Processing Disorder

  9. ONSITE THERAPY SERVICES • Psychologist • Speech and Language Therapist • Occupational Therapist • Play Therapist • Visual Therapy • Listening Program

  10. HOW WE SUPPORT PARENTS • Work as a team: School-Child-Parent • Design an IEP that is measurable, achievable and meaningful • Regular communication • Provide onsite therapy services • Engagement of a Student Assistant

  11. HOW WE SUPPORT STAFF • Professional development • Share information - disseminated to all teachers • Inclusive approach to support (in-class) • Differentiate, differentiate, differentiate • Therapy goals incorporated into classroom

  12. HOW WE SUPPORT STUDENTS • Cater for their learning and development • Therapy goals incorporated into classroom • Exemption from French/German • Extension in Art, Mathematics and Science • Engagement of a Student Assistant • Extra classes - Social Skills, Readingand Visual Skills

  13. CONCLUSION “The journey for a student with special educational needs in Dubai has begun. Awareness by stakeholders of the responsibilities, capabilities and challenges that define this aspect of education is developing. The identification of the need and competence to act on that need in order to make high quality progress on an individual basis remains the preserve of the good and outstanding schools.”DSIB Policy Brief May 2012

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