KING ABDULAZIZ SCHOOL
MAKING A DIFFERENCE
IN EDUCATION FOR A BETTER FUTURE
The MYP SEN Policy (2018-2019)
King Abdulaziz School Special Educational Needs (SEN) Policy
King Abdulaziz School is committed to promoting a safe and supportive learning environment for students with Special Educational Needs to thrive academically, socially and emotionally. KASM provides an inclusive curriculum and is non-discriminatory against students and prospective students with Special Educational Needs, both in the admission process and in the provision of education and associated services. The purpose of the KASM Special Educational Needs Policy is therefore to recognize and articulate our responsibility in identifying and providing support for students who have Special Educational Needs which cannot be met within the parameters of the taught curriculum. Hence these students will have the opportunity to fulfill their potential and be prepared to access an international education to the highest recognized academic standards.
2. Special Educational Needs
Special Educational Needs at KASM include but are not limited to:
• Learning difficulties
• Emotional and behavioral difficulties
• Medical conditions-ADHD
• Gifted and talented students
3. Learning Support
Learning support at KASM includes the provision of accommodations, modifications and various supports to enable students to reach their potential. Learning support enables students to succeed academically, socially and emotionally.
KASM employs teachers across the school to provide learning support to students with Special Educational Needs and assist with the educational planning and monitoring of the student’s progress. The school provides training for teachers to best support SEN students through offering differentiated lessons, altering resources and taking account of different learning styles.
The development of an Individualized Educational Plan (IEP) aims to:
• Establish a learner profile by identifying a student’s strengths, skills, preferences and abilities.
• Set educational goals, both short term and long term.
• Promote collaboration amongst teachers to develop a whole-school approach.
• Provide additional support, strategies and resources for other teachers of the student.
• Teach skill development to students with Special Educational Needs during the school day.
• Evaluate and review student progress and programmes.
• Establish effective home-school partnerships, including the development of support strategies for parents
The aim of our programme is to help the students lead a more independent life both in school and their social environment.
5. Admission to the School
Through KAS’s admission office, students with documented Special Educational Needs may be admitted in the school, and be provided with any or all the following support options:
• Mainstream class with indirect support
Parents will be assisted in determining the best support strategies for the student, considering the student’s specific additional learning and support needs, and parent’s input on the matter. The student’s profile will then be established on the school database and made available to all teachers of that student through ManageBac.
The school will also provide information and may refer parents to other professionals outside of school that may help support the development of the student. It is expected that parents of current students identified with special needs will agree to opt for support sessions in order to receive additional learning support (outside the school). If that does not happen, the school cannot guarantee that the child will have full and appropriate access to the curriculum and alternative arrangements will be recommended.
6. Identification Procedures
Identification of a student with a learning need can occur at any age or stage of development. Special Educational Needs may become apparent as a student progresses through the school. When a classroom teacher suspects that a student may need additional support, the procedure for referral is as follows:
• Class teacher is to observe the student in various settings and while working on various tasks. Assessments and work of the students, as well as “average” work for the class to compare need to be collected. Teacher is to document any strategies that have been tried and whether or not they have been successful. The teacher is to fill in a student referral form.
• Teachers need to use the checklist to identify the students who need support.
• Teacher is to send the form and accompanying documents to the Head of SEN and Inclusion Programme.
• Head of SEN and Inclusion Programme conducts an assessment and/or observation.
• Once assessments and/or observations have been conducted, the information will be compiled.
• The Head of SEN and Inclusion Programme will then make recommendations to the appropriate personnel of any teaching interventions or support which may be needed.
• The Head of SEN and Inclusion Programme will communicate with the referring teacher, and other teachers as appropriate.
• A parent meeting will be held to share the areas of concern and explain the programme.
Identification procedures apply to the whole school with referral forms being available within on the schools shared drive.
7. Ongoing Support
The school assists classroom teachers in addressing the educational needs of students with learning difficulties. In the classroom, provisions for students with Special Educational Needs will be made by class teachers to ensure access to the whole curriculum. All students with an IEP (Individual Education Plan) will follow the same curriculum as their peers. In some areas of the curriculum such as literacy and numeracy, students may require modification of content or assessment. Students will be given in-class support during lesson time in order to ensure the skills are implemented, and to assist them in accessing the curriculum in the classroom.
8. Extent of Learning Support
There is always a possibility for students to be able to work independently without support; this is especially true for students with mild learning difficulties. However, for students with a more severe learning difficulty, the school is able to provide limited support. The amount of support needed may vary, depending on the interaction between the school’s demand and the individual’s strengths and needs. All faculty involved with a student with Special Educational Needs will provide input to determine the support needed, if any, in each area of the curriculum.
9. Professional Development
Professional development is provided as per needs. The Head of SEN & Inclusion Department is responsible for keeping up to date with current SEN methods and practices. The Head of SEN & Inclusion presents regularly to staff and is responsible for:
• Preparing IEPs in collaboration with classroom teachers and parents.
• Planning and implementing intervention strategies and classroom accommodations with other teachers to achieve IEP goals.
• Supporting an inclusive learning environment inside the school.
• Attending parent-teacher meetings.
• Contacting parents on behalf of the school whenever necessary.
• Observing and monitoring student performance in different learning areas.
• Providing feedback on student’s improvement and performance evaluation during parent-teacher meetings.
• Conducting formal and informal assessments when needed.
• Evaluating the IEP based on student’s achievement and performance at the end of each semester
10. Classroom teachers
A key element of successful learning-support is a high level of collaboration between the class teacher and the Head of SEN & Inclusion Programme. Collaboration is central to the development, implementation and review of the IEP.
Classroom teachers’ responsibilities include:
• Being alert to the possibility that some students may have specific learning difficulties and bringing their concerns to the attention to The Head of SEN & Inclusion Programme who has responsibility for coordinating special needs service, following the school’s identification procedures.
• Collaborating in the development of an IEP and identifying appropriate accommodations to support learning.
• Implementing the accommodations stated in the IEP.
• Maintaining a record of students’ progress towards achieving the goals specified in the IEP.
• Differentiating the curriculum to meet the needs of all learners, within their class.
• Participating in a review of the progress of SEN students at the end of a term.
• Consulting with parents to outline the support that has been practiced at school and the progress made by the student.
Parent involvement and participation will improve the intervention and support by:
• Providing a good learning environment at home which provides opportunities for parents and children to participate together in developing language and numeracy.
• Supporting the work of the school by engaging in activities at home like storytelling, discussion about reading, writing lists, review what they have done at school, etc.
• Being a role model at home by modeling their own involvement in different learning areas.
• Discussing the learning targets and actions to be taken by the school to meet those targets.
• Discussing their child’s progress with the class teacher at the end of each semester.
The involvement of students in the development, implementation and evaluation of their own learning program is an effective way to support students’ needs, develop self-management and independence.
• Contribute to the setting of the learning targets on the IEP.
• Become familiar with their learning goals.
• Contribute to the selection of texts and materials that can help to achieve their goals.
• Reflect on their progress by participating in various assessments.
In order to provide the best possible support for students with Special Educational Needs, the administration will:
• Collaborate with The Head of SEN & Inclusion Programme on the process of admitting students who may need learning support.
• Acquire, and share with the appropriate teachers, any student records from previous schools and any medical references of the students in need.
• Arrange time for the Head of SEN & Inclusion Programme to assess students’ needs and organize possible support options.
• Provide information to parents about the school’s procedure and policy for students with special needs.
14. SEN Support
Whilst, the general ethos of supporting all students is a universal aim at KASM, the specific support within each programme is developed to support that specific programme. Teachers at KASM are expected to respect the general principles outlined by the IB when planning adaptations to teaching and assessment for students with Special Educational Needs.
These principles are shown below:
• Where normal assessment conditions would put SEN students at a disadvantage, reasonable adjustments, including the use of Technology, must be given to allow the student to demonstrate his/her ability.
• The special adjustments put in Programme to allow students to demonstrate their true ability must not put SEN students at an advantage.
• Any grade awarded to a SEN student in any subject must not be a misleading description of the student’s level of attainment based on the course objectives.
• Where special arrangements have been made for assessment, they must correspond to school policy and reflect the conditions available to the students in the classroom. Special assessment arrangements must be recorded and made available to the IB on request.
• If KASM requires validation of grades by the IB, then students with Special Educational Needs should be identified as soon as possible.
15. Behaviour Management of Students:
Behavior management is an important aspect of learning. Students behavior management will be the responsibility of all the teachers at school in all the learning areas and spaces of the school.
The Head of SEN & Inclusion Programme will extend his support in:
• Creating a school culture of respect.
• Working with the student council to promote understanding of International Mindedness and meaningful student action in the School.
• Observing student’s behavior in all the learning spaces and areas of school.
• Documenting instances of students conduct and misbehavior
• Designing and administering student behavior management plan for the students
The King Abdulaziz School Special Educational Needs Policy is compiled in October 2018 and reviewed further in November 2018. Scheduled for next review August 2019.
References: SEN Policy
1) Dwight school of Seoul
2) Stone Hill International school
3) MEF School
4) Ebicia International School
5) ISTEK schools
6) IB Special education needs policy- http://www.sjp2.us/images/pdf/ib/Special-EdNeeds-in-IB.pdf