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Inclusion at IIS DSO

The school is committed to the vision for Dubai to become a fully inclusive city, and we actively develop a shared understanding of the agreed values and standards of inclusive education among all stakeholders.

At IIS DSO, we believe that every student has the right to participate, learn, develop and achieve their potential within an inclusive and supportive school environment. Our approach reflects Dubai’s commitment to inclusive education and focuses on understanding and responding to each student’s individual strengths and needs.

The school welcomes Students of Determination and provides a range of learning support and enrichment opportunities designed to respond to individual strengths, needs and abilities. An inclusive ethos and positive classroom culture underpin teaching, learning and student wellbeing across the school.

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Where a student’s specific educational needs have not been previously identified, the school will work with the student and parents to understand their individual needs and determine the appropriate level of support within the school’s existing provision. Parents are expected to share relevant assessment or diagnostic information available to them and to work collaboratively with the school to support their child’s learning and development. Our inclusive practices are guided by Dubai’s inclusive education framework and applicable KHDA requirements.

What inclusion looks like here

We provide equitable access to learning and development, recognizing and responding to individual strengths and needs.
We provide equitable access to learning and development, recognizing and responding to individual strengths and needs.
We recognize the diversity in our classrooms.
We recognize the diversity in our classrooms.
We enable all students to learn from each other.
We enable all students to learn from each other.
We engage them in learning activities together.
We engage them in learning activities together.
We provide opportunities for students to learn collaboratively and demonstrate their knowledge, skills and strengths.
We provide opportunities for students to learn collaboratively and demonstrate their knowledge, skills and strengths.

Care and support

We recognize that students learn best in safe, caring and supportive environments. Our teachers and leaders work together to promote positive relationships, high expectations, social-emotional development and positive behaviour.

At IIS, the positive learning environment is fostered in school by following programmes that set high expectations for student performance, social-emotional learning and behaviour management.

  • Our specialist staff use appropriate screening and assessment processes to help identify students' strengths, needs and barriers to learning and to provide appropriate support.
  • Identified needs are evaluated and discussed in light of classroom observations, notebook work, periodic tests and term exams.
  • Psychometric tests are organised for students of different age groups. Where appropriate, and in consultation with parents, further assessment may be undertaken to develop a clearer understanding of a student's learning profile and inform appropriate support.

In accordance with the IIS ethos, educators aim to enable every student to develop their strengths and make meaningful progress towards their potential. We value the individuality, gifts and talents of all of our students.

  • IIS offers support to students with learning differences in a variety of settings using a variety of methodologies based on individual needs.
  • Suitable learning challenges are set at all levels, determined through ongoing assessment and understanding of individual learning needs.
  • Our specialist and subject-expert teachers work collaboratively with classroom teachers to develop resources, adapt lesson strategies and share effective approaches that support diverse learning needs.

We believe that effective support is built through a strong partnership between school and home. Parents are encouraged to share relevant information about their child's learning, development, strengths and areas of need. Where additional support is identified, the school works collaboratively with parents to understand the student's needs, agree appropriate strategies and review progress over time.

Students who have been identified as being gifted and/or talented are students whose abilities and qualities result in their exceptional performance. The educational needs of such students require specific consideration within mainstream educational programmes, as their achievements or perceived potential often place them significantly ahead of the majority of their peers in one or more areas.

  • The teacher challenges students with extension work in the classroom as per the student's ability and strengths.
  • Students are also encouraged to participate in external competitions in different areas.
  • Meetings are conducted with parents to discuss the student's potential and ways of supporting the child.
  • An Advanced Learning Plan for the student is prepared accordingly.

Educational planning includes an Advanced Learning Plan for all gifted students, and the GT Coach addresses ascending intellectual demand through strategic planning of content, process and metacognition. Opportunities for challenges are embedded in classroom planning through leadership, creative and collaborative projects.

The frameworks that guide our inclusive practice:

CBSE – Inclusion and Support for Students with Special Needs

Dubai – KHDA Inclusive Education

External Assessment and Professional Reports

Parent Resources

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