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NIMS SEND Policy 2017-2020

Responsiveness to Intervention Model [RIM]

1]. Background of the School

The New Indian Model School, Dubai is the realization of the dream of Dr. M.K. Ka-
maluddin (Founder) who has envisaged the establishment of an institution that offers
affordable modern education to the Indian children in Dubai, UAE. This School was inau-
gurated on 1st May 1980 by H.E. Rashid Abdulla Thaha, Deputy Minister of Education,
in the presence of honorable late C.H. Mohammed Koya, the Chief Minister of Kerala and
Mr. Muthu Venkataramanan, the Consul General of India. Presently, NIMS management
is running five educational institutions in different states of UAE and the approximate
student population is more than 15000. All the NIMS groups of institutions are following
the inclusive educational system.

The school abides by the Federal Law 29/2006 enacted by the Ministry of Education in
the UAE. The law promotes inclusive education which means that all students having
disabilities have the right to be educated to the extent possible with their age appropriate
peers who do not necessarily have disabilities.

2]. Philosophy
At NIMS, we value children as individuals and recognize the diversity of our students. We
are committed to offering an inclusive curriculum to ensure the best possible progress for
all students whatever their needs, abilities or aspirations. We believe children have a com-
mon entitlement to a broad, balanced and differentiated academic and social curriculum.
We aim to engender a sense of community and belonging. Generally, students with special
educational needs should be educated within their own age group. The guiding principles
for Learning Pathways are:

Teaching and learning is approached with an active awareness of learning difficulties

and learning differences.
Classrooms should offer a safe, supportive base where students can take up the chal-
lenge of learning.
There is a focus on the development of self-esteem, as a fundamental contributor to
Language and literacy is vital to successful learning and emotional well-being.
Transition is significant in the lives of children.

3]. Policy Statement

The School has the duty of recognizing children with Special Education Needs and Dis-
abilities as fully participating members of a community of learners. All students should
have equitable access to learning, opportunities for achievement, and the pursuit of excel-
lence in all aspects of their educational programs. The school will ensure that inclusion
of students with Special Educational Needs and Disabilities are facilitated through adher-
ence to the Special Education Guidelines adopted by the school

4]. Definition of Special Educational Needs and Disabilities

Students have special educational needs and disabilities (SEND) if they have a learn-
ing difficulty, which calls for special educational provision to be made for them.

Students have a learning difficulty if they have a significantly greater difficulty in
learning than the majority of students of the same age.

Students have a learning difficulty if they have a disability, which prevents or hinders
them from making use of educational facilities of a kind generally provided for students
of the same age.
Student must not be regarded as having a learning difficulty solely because the lan-
guage or form of the language of their home is different from the language in which they
will be taught.
A student may be considered to have special needs if his or her progress is affected by one
or a combination of the following:
Specific learning difficulties (e.g. dyslexia, dyscalculia),
General learning difficulties (e.g. comprehension, attention, memory),
Communication difficulties,
Physical difficulties,
Social or emotional difficulties,
Behavioral problems,
Persistent illness or medical problems,
Several changes of school, leading to gaps in general education,

Gifted Students: Gifted students are those with academic ability or potential which places
them significantly above the average for their year group in one or more areas of academic
achievement. These students would demonstrate performance which is distinct from their

Talented Students: Talented students are those who demonstrate outstanding ability in
creative achievements, such as art, music, dance or sport, and whose performance in these
aspects is significantly above average.

5]. Links to our Core Values and Aims

Core Values:
To guide and nurture individual development;
Promote loyalty, pride, spirit, belonging and caring;
Pursue academic excellence.

School Aim 1: Academic Progress

Systematically reviewing the curriculum to meet the needs of our students in the
ever-changing world;
Addressing the individual needs of all students including special needs, gifted and
talented and English language learners;

Recognizing that different teaching methodologies are essential for effective learning
to take place for all students.

6]. Rationale

Students with Special Educational Needs and Disabilities (SEND) enrolled at NIMS
are provided with access to an appropriate curriculum and support services delivered by
SEND specialist staff. All teachers are teachers of students with special educational needs
and disabilities in New Indian Model School [NIMS] Dubai.

The SEND department professionals, teachers and parents work in partnership to identify
needs of the children and use best practices when devising suitable interventions. NIMS
SEND policy specifies that a student may have a special educational need if he/she has:
1]. A learning difficulty greater than the majority of his/her peer group 2]. Is extremely
able by comparison to his /her peer group and/or 3] has a disability which is impairing
his/her learning.

Students are recognized as individuals, developing at their own pace, academically, so-
cially and emotionally. However, many students will experience at some point of time
need for special education which may arise from one or more of the following: learning
difficulties, gaps in their learning, emotional or behavioral difficulties, sensory or physical
difficulties, medical conditions or long term absences.

7]. Mission
The mission of the NIMS SEND department is to identify the students with special
educational needs & disabilities adhering to the criteria set by UAE Federal Laws for
students to avail supportive education to become the active members of the global society
by including them in National Agenda, 2021.

NIMS Leaders are committed in providing specialized professionals for children with
SEND and bench mark in inclusive education.

SEND Department collaborates with teachers and parents in the intervention process-
es of the children who have diverse academic and psychological needs.

SEND Department is committed to Research and Development (R&D) in Educational

system by designing, structuring and the dissemination of knowledge according to ages
and strengths of children.

To share the knowledge of R&D with other professionals in the field through News-
letters and other Medias.
To keenly monitor and encourage the alumna to be a part of our school and contribute
for the welfare of the institute
8]. Vision
To build child-significant relationships within and out of the school premises
To make the school accessible and barrier free for all the students
Striving to excel in assessment programs by modulating the curricula
To strive for employable education to the students in NIMS.
To establish a Research & Development Wing in SEND Department
To bring the knowledge to the level of the student by finding a way to conceptualize
the idea.

9]. Aims of Special Educational Needs and Disabilities [SEND] Policy

A].To identifies children with SEND as early as possible through Observation, Screen-
ings, Psycho-educational Assessments, Diagnostic Tests and Admission Procedures.

B].To ensures that SEND students have equal access to a broad, balanced curriculum.

C].To work with management in formulating an accessible curriculum for all students.

D]. To collaborate with parents and class teachers to ensure that SEND students lessons
are modified and differentiated.

E].To provide information to class teachers about SEND students, their difficulties and
recommend strategies for their educational provision, sharing examples of good practice.

F].To use Individual Education Plans to break down learning into specific targets.

G].To continually monitors the progress of all students with SEND

H].To advice on areas of under-achievement by monitoring referral patterns

I].To ensures that parents are involved in their childs learning and gain an understanding
of their Special Educational Needs and Disability.

J].To involves children in the development and review process of their Individual Educa-
tion Plans [IEPs]

K]. To liaise with outside agencies whenever required

L]. To support staff to build appropriate in-class strategies.

10]. Achieving Aims

A]. We aim to Support the Vision & Mission Statement of the School
We, the SEND professionals, students, parents, teachers and community of NIMS, pro-
vide a caring, safe and stimulating environment where we strive to make every student
feel valued, happy and successful.

We appreciate ourselves and others as individuals with rights and responsibilities, acting
as conscientious global citizens by:

Providing a caring environment that supports individual students needs

Working collaboratively with students, parents, and teachers
Providing realistic student goals that promote success and self-confidence
Further developing the school communitys understanding of SEND in society and
our world

B].We aim to enable students with Special Educational Needs and Disabilities (SEND) at
NIMS to reach their full potential by:

Identifying at the earliest opportunity any student who has SEND and implement
action to deal with those needs

Having students educational details maintained on a school SEND register

Ensuring that the SEND teacher has formally assessed all identified students

Planning, implementing and regularly reviewing students Individual Education Plans


Monitoring the progress of SEND students through the use of current data and against
identified targets

Maintaining a confidential SEND file for each student containing all relevant docu-
ments and reports

Supporting close links with SEND students parents at all times and involving them in
the initial assessment procedures and continual review of the students progress

C]. Clearly describe the admissions procedure for SEND students

Each application to NIMS is treated on an individual basis.

Applications to the School for students with SEND concerns are processed via the
Academic and Public Relations Manager. Discussion with parents/carers about the ability
of the school to support individual students will be undertaken with the SEND Coordina-
tor and Counselor of Student Services on the application.

Students entering NIMS complete an admissions assessment [NIMSALT]. Additional

assessments may be required if more information is required to determine the level of sup-
port required for the student. The SEND Coordinator and Counselor of Student Services
will assess the student and provide feedback to parents, Head of Section, and Principal.

In some cases students with SEND will be admitted in NIMS if it is considered that
they will be in a position to access the curriculum if supported by a Shadow Teacher/Vol-
unteer Parent.

At NIMS, it is important to note that we have a Scientific SEND Department with Six
(06) Specialists to deal with moderate to severe learning difficulties and psychological
disorders in students.

D]. Explain the Internal Referral Procedure

Teachers are responsible for the individual progress of all students in their class and for
the initial observations, identification, and referral of student with special educational
needs and disabilities

Referral forms and flowchart are available on the notice boards in the supervisors office.
Following completion of a referral from the subject teachers, the SEND department com-

pletes detailed psycho-educational assessments. The assessment results are discussed with
the teacher & parents and the type and frequency of provision are allocated according to
the special needs.
The referral flowchart is used to show the variety of paths of support that a student may
take and the relationship among the SEND specialist, parent, student, teacher, and a con-
cerned HoS.

E]. External Referral System

Referral of the student to outside agencies such as Educational Psychologists, Pediatri-
cians, Psychiatrists, Speech therapists and Occupational therapists for further assessments
is completed in consultation with the parents. Results of these additional assessments are
filed and used to enhance provision for the students with SEND and Gifted & Talented.

F]. Outline the method of identification, initial screening, psycho-educational assessment

and provision

The common identification process is currently being used in all the phases of school [K-
12]. The identification process of New Students with SEND and Gifted &Talented starts
from the admission test [NIMSALT]. The NIMSALT is based on curriculum, comprehen-
sion, life skills and spatial abilities. Students whose evaluations scores are below 7.50 are
considered SEND, Scores 7.50 to 22.50 is considered average and the scores above 22.50
are considered as G&T.

The subject teachers of all grades [K-12] have been trained on effective SEND observa-
tions and screenings in classrooms. 1st 15 days of the month of April are specified for
teachers to have effective observations of students and find out who are having learning
difficulties, socio-behavioral & emotional issues and higher mental abilities in their re-
spective classes. The screenings [SWIT (Students Wave Identification Test) & NIMAICES
(NIMS Identification Checklist for Exceptional Students)] will be conducted from 15th to
25th April, 2017 on the observed cases. The SWIT is the combination of two standardized
scales [Vanderbilt ADHD Diagnostics Teacher Rating Scale and the Behavioral Checklist
for the Screening of the Learning Disabilities].

The Scoring pattern of SWIT has been categorized by the SEND Coordinator to differen-
tiate waves. If the student has no score on SWIT, the student will be an average student.
The average students will be on 1st Quality Inclusive Teaching by Teachers [1QITT] and
it will be considered as Wave-1.

The scores between 0-49 on SWIT will be interpreted as the borderline cases and the
interventions will be 1st Quality Inclusive Teaching + Internal SEND services + Individ-
ualized Learning Plans [ILPs]. These cases will be considered as Wave-2.

The scores between 49-195 on SWIT will be interpreted as Mild to Severe Cases and the
interventions will be 1st Quality Inclusive Teaching + Internal SEND services + Individ-
ualized Educational Plans [IEPs] + External Therapies & Consultations + Concessions &
Exemptions. These cases will be considered as Wave-3.

The school follows an International Wave System [IWS] which helps us to understand the
psycho-educational intervention at three different levels. The NIMICES checklist is yes

or no type. Subsequently if the number of ratings as yes is more, that student will be
having higher characteristics and abilities of the gifted and talented student.

After completion of SWIT and G&T Screening teachers will fill the referral form and
submit both screenings and referral form to the concerned SEND professional. The parent
will be called for a meeting and detailed psycho-educational assessment and history will
be taken by the SEND Professional and the diagnosis will be communicated to the parent.
All the care and support services for the SEND student and parents will be explained
and a contract will be signed by the parents and SEND Professional for the acceptance
of SEND service delivery and special provisions [Concessions, Exemptions, and Subject
Accommodations etc.].

G]. Subject Teacher Records & SEND Departmental Support

The students subject teacher will formally discuss his/her progress with parents, SEND
professional, SEND Coordinator, HoDs, Supervisors, HoS and/or Principal. The subject
teacher then immediately completes referral form and provision is delivered through
curriculum-based strategies. All subject teachers have responsibility for identifying and
meeting the educational needs of all students, whatever their learning difficulty. These
needs are seen as the responsibility of the whole school for two reasons: 1]. Students must
as far as possible be included in the life of the whole school and 2]. Support must be max-
imized by giving all teachers a responsibility for promoting the achievement of students
with special educational needs and disabilities.

All subject teachers are responsible for their ILP, IEP and ALP students case files with
proper evidence [Differentiated Worksheets, Differentiated Teaching Strategies, Class-
room Accommodations, Curriculum Modifications & Adaptations, TLM Materials,
SEND Communication Dairy Writing, Activity Photographs, Assignments, and Video
Clips etc.]. These case files should be regularly updated and the information should be
shared with all the stakeholders.

Internal SEND Support: Provision is delivered in individual or small group lessons, with-
drawal from class or support within the classroom. Students with behavioral difficulties
will have an Individual Behavioral Plan (IBP) in place which will be regularly followed
and checked by the concerned SEND professional.

H]. Summaries the planning, implementation, and review of ILPs, IEPs & ALPs
All ILPs, IEPs, and ALPs should be planned for the duration of 2 months. The total
no. of ILPs, IEPs, and ALPs will be 4 in an academic year. The specified dates for 4 ILPs,
IEPs and ALPs in an academic year will be 21st April to 21st June; 8th September to 8th
November; 9th November to 9th January and 10th January to 10th March [with full aca-
demic reports and ILPs, IEPs and ALPs Progress.

The effective implementation of ILPs, IEPs, and ALPs with differentiation will be
regularly checked and followed by the concerned SEND Professional. Wherever subject
teachers need support from SEND professional to implement interventions [ILPs, IEPs &
ALPs], immediate support will be provided.

Parents as key stakeholders will be consulted as part of the planning and reviewing
process of their son/daughters psycho-educational intervention [ILPs, IEPs, and ALPs].

The roles and responsibilities for parents will be specified by the subject teachers and
the concerned SEND professional in the intervention process of their child at school and

All ILPs, IEPs, and ALPs will be evaluated and reviewed after every two months. The
review team [Parents, Student, Subject Teacher and SEND Professional] will discuss all
the areas of intervention, success criterias, changes and modifications in interventional
strategies and progress made by the student with continuous supportive services.

I]. Monitoring Progress and Evaluation

Students progress is carefully monitored through the use of classroom observations
& assessments, SEND SWIT screening and ILPs, IEPs, ALPs progress against the objec-
tives specified in their intervention plan.
Following the review of students progress, the SEND professional in collaboration
with class/subject teacher and parents, make decisions as to the level of support required
to improve the students progress.
SEND professionals bi-weekly observations to students, discussions with teachers,
in- support and remedial classes will help him to understand the present progress level of
the student.
The teacher monitors students performance as part of ongoing observation and as-
Standardized screening or assessment tools administered by the SEND department
professional to check the scores of pre-test, post-test and interpret progress based on these
In the event of a student being removed from the SEND register, monitoring of their
ongoing progress will be through reviews carried out by the SEND department.

J]. Explain Examination Arrangements

Some students will be allowed special examination arrangements as a result of learning
difficulties or medical problems. The application is made through the SEND Coordinator
& Principal and submits through school registrar to the concerned board [CBSE & KB].
The SEND Coordinator works in conjunction with the Schools Registrar Examinations
in preparing the applications for the exemptions and concessions for the students with
special educational needs and disabilities.

In general, students will be granted special concessions only where:

There is a documented history of SEND provision over a considerable period, and
certainly since before the year in which examinations are taken

There is documentary evidence from a qualified person of a specific learning difficul-

ty such as dyspraxia or dyslexia, or evidence of illegible handwriting, or medical evidence
of a disability

Reasons for Granting Concessions:

A specific learning difficulty such as dyslexia: extra time or a reader
A medical problem: rest breaks
Hearing impairment: an individual room or a reader
Visual impairment: enlarged or colored examination papers

Illegible handwriting, severe dyspraxia: a scribe or amanuensis, or word processor
K]. Establish and maintain a collaborative partnership with teachers, learning support
staff and parents
Ensuring effective communication with parents and empowering them
Parents are consulted and informed at every stage of their students education
Contact is maintained via parents evenings, telephone calls, email, review meetings
and the SEND communication diary etc.
Having positive attitudes towards parents, respecting the validity of differing perspe
Providing user-friendly information and procedures, and being aware of the needs
parents might have in respect of a disability or communication and linguistic barriers
Being aware of the pressures a parent may be under because of the students special
Acknowledging the importance of parental knowledge and expertise in relation to
their own son/daughter
Gaining parental permission before referring students with special educational needs
and disabilities to other professionals for supportive services.
10]. SEND Certification Board

NIMS Executive Board Members of SEND Certification

No. Name Designation E-mail Id

01. Mr. Showkat AG SEND Co. & SS Counselor

02. Mr. Sundeep M SEND Educator
03. Mr. SR Joshi SEND Counselor
04. Mrs. Jeena Esther SEND Educator
05. Ms. Kulsoom Khan SEND Educator
06. Dr. Sofia Khan Clinic Doctor

Functions of the SEND Certification Board:

The board will issue a certificate to the students with SEND
The certificate will be issued to the Wave-3 students only in school.
The exemptions and concessions will be awarded to those students whose will have
SEND certificate or authentic medical board certificate.
The board will be responsible to promote awareness programs on SEND Policy, Child
Protection, Health & Safeguarding, Bullying, Cyber Bullying, Discipline, Behavior
and Counseling Policy
The board will promote opportunities for employment in the open market by encou-
raging students to take up skill based courses through NIOS & Vocational Institutes
[V Is] where the students will have more choices to select easier subjects and get
sucess in life.

Information about the Terminologies used by the SEND Professionals

Inclusive Education: Inclusive education means that all students attend and are wel-
comed by their neighborhood schools in age-appropriate, regular classes and are support-
ed to learn, contribute and participate in all aspects of the life of the school.

Inclusive education is about how we develop and design our schools, classrooms, pro-
grams and activities so that all students learn and participate together.

Disability: A long-term physical, mental, intellectual or sensory impairment which may

hinder a students participation in the curriculum.

SEND: Educational needs that are different from those of the majority of students. Stu-
dents with SEND require additional support or challenge in order to make good progress.

A child of compulsory school age or a young person has a learning difficulty or disability
which prevents or hinders him or her from making use of facilities of a kind generally
provided for others of the same age in mainstream schools.

Learning Skills: A set of skills that enable students to gain knowledge, skills and un-
derstanding may include a preference for learning in an auditory, visual or kinesthetic
way and include a spirit of enquiry, research, working independent of the teacher, alone
or with others.

Differentiation: An effectively differentiated curriculum meets the needs of students

with a range of learning styles and ability levels. A differentiated curriculum is essential
for gifted and talented learners whose potential is unlikely to develop without special
educational provisions.

Learning Difficulty-I: Below average general intellectual functioning often reflected in

a slow rate of maturation, reduced learning capacity and inadequate social adjustment.

Learning Difficulty-II: Significant learning difficulties which have a major effect on

participation in the mainstream curriculum, without support.

Profound and Multiple Learning Difficulty (PMLD): Complex learning needs result-
ing in severely impaired functioning in respect of a basic awareness of themselves, the
people and the world around them. They may include physical disabilities or a sensory
impairment. A high level of support is likely to be required.

Assessed Syndrome: Genetic cause has been identified, and the collection of symptoms
is genetically related. Examples of syndromes include: Downs syndrome, Stickler syn-
drome and Williams syndrome.

Dyslexia reading Problem: Dyslexia is a specific difficulty with learning to read flu-

ently and with accurate comprehension despite normal or above average intelligence.
This includes difficulty with phonological awareness, phonological decoding, processing
speed, orthographic coding, auditory short-term memory and language skills/verbal com-

Dysgraphia - writing/spelling Problem: Dysgraphia is a specific learning difficulty that

affects written expression. Dysgraphia can appear as difficulties with spelling, poor hand-
writing and trouble putting thoughts on paper. Dysgraphia can be a language-based and/
or non-language-based disorder.

Dyscalculia Calculation Problem: Dyscalculia is a specific learning difficulty that

affects the ability to acquire arithmetical skills. Learners with dyscalculia may have diffi-
culty understanding simple number concepts, lack an intuitive grasp of numbers and have
problems learning number facts and procedures.

Dyspraxia Problem in fine and gross motor skills: Dyspraxia goes by many names:
developmental coordination disorder, motor learning difficulty, motor planning difficulty
and apraxia of speech. It can affect the development of gross motor skills like walking or
jumping. It can also affect fine motor skills or speech. Dyspraxia is not a sign of muscle
weakness. It is a brain-based condition that makes it hard to plan and coordinate physical

Behavioral, Social, Emotional Problems: Behavior that presents a barrier to learning

Emotional problems such as depression, eating disorders, attention deficit disorder or
attention deficit hyperactivity disorder (ADD/ADHD), Oppositional Defiant Disorder
(ODD), Conduct disorder (CD), childhood psychoses and syndromes such as Tourettes.

Speech and Language Disorders: A). Expressive language disorder problems using
oral language or other expressive language. Students understanding of language is likely
to exceed their ability to communicate orally.

B). Receptive language disorder problems in understanding oral language or in lis-


C). Global language disorder difficulties with both receptive and expressive language.
Global language disorders affect both the understanding and use of language

Showkat AG
SEND Coordinator & SS Counselor

We may not be able to prepare the future for our children,

but we can at least prepare our children for the future