Inclusion in MTS
What is Inclusion?
As stipulated by the United Arab Emirates Ministry of Education - Special Education Department, page 14: The philosophy of inclusive education: “Inclusive education means that all students have the right to be educated to the extent possible with their age-appropriate peers who do not necessarily have disabilities in the general education setting of their neighborhood school with support provided. Inclusive education is not intended to limit the participation of students with special needs to regular education programs and services. Rather, inclusive education means that students with special needs have the opportunity to participate in educational programs and services in the least restrictive environment that is commensurate with their individual strengths and needs.”
At GEMS Metropole we believe in the rights of People of Determination to be integrated into public and private school, Federal Law No.(29), (2006). In addition, we provide the best possible provision for students of all abilities and value the individuality, talents and gifts of all our students. We plan our teaching and learning so that each student can aspire to the highest level of personal achievement. We believe recognition of all achievements made, no matter how insignificant they may seem to others, is a great motivator for students.
Vision of Inclusion
It is essential that we provide an environment in which students feel supported, cared for and where their individuality, talents and gifts are supported. We instill self confidence in accordance with the school’s ethos and give all students full access to all areas of learning through differentiating, adapting and modifying the curriculum. GEMS Metropole teaches the National Curriculum of England and Early Years Foundation Stage (EYFS). However, to accommodate a personalised pathway we can incorporate elements from an additional curriculum from ASDAN.
Diversity is an asset and teachers will strive to ensure all students reach their full potential, irrespective of nationality, gender, religion, social class, culture, race, age or special educational need, for their self-fulfillment and their eventual development into active and responsible adults.
The school Inclusion Support Team offers individualised assessment opportunities to cater for students with additional needs. These assessments inform the development of Individualised Education Plans (IEPs) which are written in partnership with the student, parents/guardians, teachers, any external therapy agencies and Learning Support Assistants. We take great pride in our positive working partnerships with external therapy agencies to ensure we are providing opportunities for students to generalize skills in different environments.
IEP reviews are on a termly basis and are supported through 1:1 sessions, in-class support and small group support.
The Inclusion Support Team, Counselling Team, EAL Team and Small Steps Autism unit, based at GEMS Metropole all work extremely closely together to ensure a holistic approach for the students. Students’ happiness and emotional wellbeing is essential for to make progress in all aspects of their lives and we are delighted to be recognized for our good work in Inclusion and parent partnerships in our KHDA report 2018 and 2019.
- This highly inclusive school is welcoming to all students.
- A friendly atmosphere of mutual respect and co-operation is evident across the school.
- Partnerships with parents are very positive. They are regularly consulted and welcomed at the school. Parents greatly value the support, training and advice they receive from the special needs coordinator, unit specialists and teaching staff.
- Parents are valued partners in their children’s education. This is especially true in the additionally-resourced autism provision, which partners with the school in providing high quality, wrap around educational experience for the children and their families.
- The school very successfully empowers parents to work as partners in their children's education.
We believe that extending support to the family helps our students make better progress. Therefore we host parent coffee mornings to encourage the sharing of experiences and inform parents on areas of interest they have requested, through our parent representative.
The school is fully committed to further developing our inclusive ethos and fully embrace the following statement, KHDA (2017) “Matters concerning admissions, participation and equity refers to the fact that students who experience SEND have the same right as all other students.”
For any enquiries regarding inclusion in Metropole, please contact Ms. Tracey Holliman on [email protected]
The Law and Guidance Set in the UAE
Our school mission, vision and policy are based on the statutory requirements laid out by:
- Dubai Inclusive Education Policy Framework
- Dubai Inclusive Education Policy Framework - Arabic
- Dubai Inclusive Education Policy Framework Supplement
- Law No. (2) of 2014Concerning Protection of the Rights of Persons with Disabilities in the Emirate of Dubai
School Counselling Department
Our Inclusive Education