Inclusion
Welcome Message from the Head of Inclusion
A warm welcome to you all,
Inclusion is pivotal to the Al Salam philosophy of ‘every child is special’. We have always worked to ensure all children have access to the curriculum and are able to achieve their full potential.
Inclusive education is a provision that is committed to educating all students, including students identified as experiencing special educational needs and disabilities (SEND) in a common learning environment. In such settings, all students have access to quality instruction, intervention and support, so that they experience success in learning. (KHDA framework, 2017)
Al Salam Community School is dedicated to the positive growth of its students and we believe that every student is special. Our aim is to provide a well-rounded programme appropriate to the diverse intellectual, behavioural, social, emotional and physical needs of students at both ends of the spectrum of ability, Students of Determination, as well as those who are Gifted and Talented.
We ensure that students of determination will be provided with the support, accommodations and curricular modifications required to enable equitable access to educational opportunities.
Additional fees are applied on the basis of additional staff requirements that may arise. These fees do not apply to cases of physical disability and moderate learning difficulty, where it should be expected that the school can accommodate the child with Level 1 and most Level 2 interventions.
Additional fees will apply in cases where additional one-to-one learning support is identified as a requirement for a child at Level 2 or Level 3 to support their work on site, in or beyond the classroom.
The agreement with parents will clearly state in advance the time, frequency and purpose of the assigned learning support so that parents have transparency. Progress will be monitored so that the support can be reduced or removed if no longer required.
With gifted and talented students, the school will provide customised enhancements and challenges designed to build on the identified student strengths. The approach utilised can be summarised as: (a) baselining potential and achievement, (b) using student tracking to identify high performers and fast-progression, (c) training and requiring teachers to identify high performers, (d) requiring subject leaders to design schemes of work which include differentiated opportunities, enhancements and extensions, (e) good communication with parents, (f) twice-yearly monitoring and evaluation.
In the case of a special talent the subject specialists will take a leading role in planning medium term experiences and enhancements that can be pursued at school and at home. The key components in engaging parents of students of determination and forging a strong partnership, are to continually communicate, share feedback, cooperate and consult parents, set clear milestones with periodic monitoring of achievements and reviews.
Sincerely,
