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At Raffles World Academy we believe in fostering an environment where every individual feels valued, respected, and included
The Inclusion Team offers tailored support to students with various needs, such as Special Educational Needs and Disabilities (SEND), those with special talents or gifts (TAG) and students needing English language support, known as English as an Additional Language (EAL) learners.
For further details on our programme, please contact:
- Early Years and Primary School Head of Inclusion, Ms.Tessa McGee
- Secondary School Head of Inclusion, Ms. Hayley Bunsell
IDENTIFICATION PROCEDURES
| A) Admissions: |
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All students applying for Grade 2 and above sit the CAT4 tests as part of our admission process. Should scores from these tests not be in the expected range, the admissions staff contact the Heads of Inclusion regarding these new applicants. The admissions department collates data from previous school reports for all students from KG1 to Grade 12 and this information is also provided to the Heads of Inclusion, as required. Additionally, the admissions team is familiar with the identification procedures required for students experiencing SEND. Once assessed, the Heads of Inclusion then liaise with the Head of Section and/or the principal to make the final decision. Should a student require additional assistance, the Inclusion Support Department implements the appropriate support, based on whether the student's needs fall under Special Educational Needs and Disabilities (SEND), Talented and Gifted (TAG), or English as an Additional Language (EAL). |
| B) Teacher Referrals: |
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| Individual teachers can refer any student to the Inclusion Support department throughout the academic year. This referral form, combined with standardised testing data, teacher observations, and parent/student interviews, aids in determining the necessary support provisions to meet the individual needs of students requiring assistance. |
STUDENTS OF DETERMINATION
Raffles World Academy (RWA) upholds the principles of the Dubai Disabilities Strategy to assure and protect the rights and access to equitable opportunities for people of determination through the services of its Inclusion Action Team. Our inclusion provisions are developed with an eye on our school’s strategic improvement plan for inclusion, which is outlined in the Dubai Inclusive Education Policy Framework.
“The concept of inclusive education lies at the heart of effective education. It encompasses the principles of diversity, personalisation, equity, respect, acceptance and enrichment. When we improve the quality of inclusion within our schools, we improve education for all.”
Dubai Inclusive Education Policy Framework, 2017
The Inclusion team works side by side with teachers and leaders to cultivate inclusion as an essential feature of RWA. This makes the continuous cycle of identifying, planning, teaching, learning, assessing and evaluating vital to the process as it requires every teacher to consider the wide range of abilities, aptitudes and interests of the students.
TALENTED AND GIFTED STUDENTS
‘Talented and Gifted’ refers to having outstanding ability in one or more areas of intelligence, creativity, academic achievement or special talents and abilities. Once identified, individual teachers support the Talented and Gifted (TAG) students at RWA with challenging learning objectives, independent research opportunities, flexible grouping, etc. within the classrooms.
Additional TAG services may be in the form of enrichment programmes within the classroom providing students with a variety of opportunities to solve problems, build leadership, communication and promote critical thinking.
The Inclusion team coordinates and develops resources for the Enrichment Club in the primary school. This is run as a co-curricular activity (CCA) for Grades 2 to 5. In the secondary school, our talented and gifted students in each grade are mentored by various members of staff.
| STUDENTS WITH ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) |
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The English as an Additional Language (EAL) programme is available for students who are in need of English language support in the primary school and is provided via pull-out or in-class support sessions. In the secondary school, students with English as an additional language attend English Language Acquisition lessons, allowing them to develop their English language skills within the Middle Years Programme (MYP) framework. |
| KHDA Documents |
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