Dubai International Academy - Al Barsha’s Learning Support Programme consists of distinct components that work together to ensure each individual student has the necessary tools and support to succeed.
These sections include: mentoring programmes for At-Risk Students, Special Educational Needs Counselling and Advisement, providing students with Emotional Support, Academic Enrichment through the Gifted and Talented (G&T) Programme, English as a Second Language, and Student Development through Teacher Training & Professional Development.
A team of dedicated specialists, school counsellor and highly qualified faculty work in close conjunction to monitor student progress to ensure that all students are supported with individualised care and focus. This programme creates unique life plans for each identified student in their specific area of need. These plans focus on four key areas: inside the classroom, after school activities, clubs/teams/events, and external activities. Plans are developed with the input of the students, parents, teachers and counsellor, and are regularly reviewed and modified. In the classroom, differentiation strategies are targeted towards each student’s needs. Learning outcomes are tiered based on ability and lessons are modified accordingly.
English language support is provided in class to pre-K, KG 1 and KG 2 children coming from non-English speaking backgrounds under the direction of the Learning Support Department. All KG teachers are familiar with key developmental stages in language development and have strategies in place to support language learners. Additional help in KG classrooms supports this.
EAL as a special programme starts in Grade 1 and is available to non-English speakers or children who require additional support to access the curriculum. EAL teaching staff will work with small composite groups in designated EAL classrooms or join homeroom classes to support EAL learners, depending upon the learners’ needs.
In the Secondary School, we offer language support to all students from Grade 6 to Grade 9, who are users of English as an Additional Language (EAL). We aim to strengthen students’ ability to communicate fluently in English at school and in the wider community. In addition, students acquire the English language skills needed to make academic progress develop their potential, and affirm a sense of self-worth.
Our EAL programme strives to enable our students to join the full Language A Programme as quickly as possible. EAL has close links with the mainstream programme, but focuses on expanding vocabulary, oral skills, written skills, listening skills, comprehension and builds students’ confidence to interact in all settings.
Learning Support provision at DIAB ensures that students with Special Educational Needs (SEN) achieve positive outcomes and make academic progress before leaving primary school. Learning Support students are assisted on areas of specific learning difficulties in all academic subjects, as well as life/social skills in order for them to reach their potential.
Learning Support Students will have an Individual Educational Plan (IEP) created, based on the shared goals and aspirations of themselves, their parents and their teachers, under the guidance of the SENCO and the Learning Support team. SMART targets are tracked and evaluated a minimum of three times each academic year, using the Assess-Plan-Do-Review model. External Assessment Reports need to be up to date and the guidelines set out by these professionals are taken into deep consideration when planning the IEP. Where a student is attending individual therapy such as Speech and Language Therapy (SLT), or Occupational Therapy (OT), termly progress reports must be submitted to the SENCO to ensure we also support these goals in school.
Learning Support in action
All teachers are teachers of children with SEN. They are responsible and accountable for the learning and progress of all the children in their class, including those with SEN. The SENCO is available to assist and guide teachers and parents in planning and coordinating the best support possible for these students.
Students with difficulties accessing the mainstream curriculum, receive inclusive support from Learning Support Assistants. This kind of support works alongside the classroom teacher but allows for extra instructional support and explanation that classroom teachers cannot always provide 1:1.
The Learning Support department also supports students who find specific areas challenging, but may not have Special Educational Needs. In these cases, Learning Support Teachers plan, deliver and assess effective booster interventions, which are evidence based and work to close gaps in peer attainment. These programs also support children with SEN who require such intervention. Learning Support Teachers assess the impact of these and report on progress to parents, teachers, the SENCO and the Head of Primary.
Does my child need Learning Support?
DIA works with a wide range of external agencies and professionals, many of whom can offer services in-school. The Learning Support department are happy to share any of this information on the wealth of services and options available to you locally in Dubai and assist parents wherever possible.
If you are at all concerned about your child’s needs, development or academic progress, please contact our Kindergarten & Primary School SENCO.
Learning Support Policy and Procedures
Learning Support at DIAB ensures that students with learning difficulties achieve sufficient proficiency in literacy and numeracy before leaving primary school. The Learning Support students are assisted with strategies to facilitate their learning in order for them to achieve their potential. The students are assisted on areas of specific learning difficulties in skill areas of literacy and numeracy.
The Learning Support Students that have an Assessment Report from an external agency will have an Individual Educational Plan (IEP) with specific targets that are tracked and modified. Psychological Assessment Reports need to be repeated and updated every two years. Where a student is attending individual therapy such as Speech and Language Therapy (SLT), or Occupational Therapy (OT) termly progress reports must be submitted to the Learning Support Coordinator. In addition, updated reports can be requested annually. All students with special learning needs or in need of remediation will require a formal external assessment before they become part of the SEN (Special Educational Need) student list.
Learning Support in action
All teachers are teachers of children with SEN. They are responsible and accountable for the learning and progress of all the children in their class, including those with SEN. The SENCO is available to assist and guide teachers and parents in planning and coordinating the best support possible for these students.
Students with difficulties accessing the mainstream curriculum, receive inclusive support from Learning Support Assistants. This kind of support works alongside the classroom teacher but allows for extra instructional support and explanation that classroom teachers cannot always provide 1:1.
The Learning Support department also supports students who find specific areas challenging, but may not have Special Educational Needs. In these cases, Learning Support Teachers plan, deliver and assess effective booster interventions, which are evidence based and work to close gaps in peer attainment. These programs also support children with SEN who require such intervention. Learning Support Teachers assess the impact of these and report on progress to parents, teachers, the SENCO and the Head of Primary.
How do teachers support SEN students?
The subject specific teacher will differentiate instruction and make accommodations based on the student’s IEP.
SEN students will have a report and IEP (Individual Education Plan) with clear strategies and accommodations.
All teachers review current strategies that are working with the student and note any focus that may need adjustment via live, regularly updated SEN Tracking Forms.
Teachers are supported through Professional Development seminars that are need-based and held regularly.
Regular SEN Audits are carried out to ensure accommodations/strategies are being made by the classroom teacher.
Review meeting/updates with parent
There are regular, planned meetings with parents to update them on accommodations being made for their child.
During each Semester, Parent Updates are sent via email, informing them of accommodations and inviting them in to meet and discuss classroom strategies, and Annual reviews are held in which IEP modifications are made based on the needs of the SEN student (with reference to SEN tracking forms). These then inform the support needs for the following academic year.
Does my child need Learning Support?
DIAB works with a wide range of external agencies and professionals, many of whom can offer services in-school. The Learning Support department are happy to share any of this information on the wealth of services and options available to you locally in Dubai and assist parents wherever possible.
If you are at all concerned about your child’s needs, development or academic progress, please contact your child's Homeroom teacher in the first instance.