Special Educational Needs

 

The aims for students with Special Educational Needs and/or Disabilities at the Phoenix Private School are the same as those for all children. Thus, the culture, practice, management and deployment of resources are designed to ensure that the needs of all children are fulfilled.  The school strives to empower students to achieve their full potential.

Definition of Special Educational Needs (SEN)

A child is identified as having a Special Educational Needs and/or Disabilities (SEND) if there is a,

 “restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition”.

(National Council for Special Education, 2014)

There are four main areas to SEND that encompass the needs of a SEN child:

  • Cognition and Learning- These are classified by general learning difficulties, of how a child acquires the basic skills of reading, writing, imitating, processing and retaining information in a school setting.
  • Communication and Interaction- These are denoted by a child’s ability of how they talk to, listen, respond, play and learn with other children and adults.
  • Social, emotional and mental health difficulties –These are demonstrated by how a child shows their feelings, negotiates and solves problems in different situations and handles changes of routine
  • Sensory and or Physical needs- These identify how a child responds to their environment and learning using their senses and any diagnosed medical issues.

SEN education is about enabling all children, in line with their abilities, to live full and independent lives so that they can contribute to their communities, cooperate with other people and continue to learn throughout their lives.

Strategies of the SEN Programme

Golden Curriculum

The Golden Curriculum is an enriched programme that the Phoenix Private School has devised which supports children within the framework of SEN. It covers the basic fundamentals and concepts that support the mainstream academics as well as developing the student’s social, emotional and behavioural skills. Our main aim is to prepare the child to be independent in areas of academics, play and social skills. We tailor the curriculum to encompass the needs of each individual child and incorporate their strengths into this framework. The shadow teachers provide support to the child to achieve their maximum level of independence, within or outside of the classroom, in the school setting.

Differentiation and Inclusion

The SEN programme focuses on reinforcing the principles of:

  • DIFFERENTIATION- Altering the curriculum, exams and support provided, to suit the student’s need.
  • SEN students will only study English and can’t be taught  Arabic/French as extra languages.
  • INCLUSION- Provide opportunities for the SEN student to have inclusion across all aspects of school life, including art, music and extra-curricular activities, depending on the student’s abilities to cope.

This may also mean that to enable the student to cope with mainstream school environment, the SEN department may suggest reduced schooling hours until it is deemed that the student can cope with a full school day.

Individual Education Plan (IEP)

The IEP help to identify precise and specific targets to suit the needs of the SEN child. The IEP preparation process will include SEN and teaching staff as well as the child and parents.  This is used in lessons to differentiate learning for SEN pupils by tailoring the curriculum to suit their individual needs.

Role of a Shadow Teacher

  • Works with the teacher and SENCo to decide which type of support is generally needed (in class/outside of classroom) for the SEN
  • Liaises with the teacher and the SENCo to support thestudent with the curriculum.
  • Provides support individually or within a group format to eachstudent.
  • Works with twostudent at the same time.
  • Maintains records of thestudent’s work.
  • Communicates to the parents, the student's day to day tasks and activities.
  • Collaborates with the teacher, SENCo, parents and the student themselves to devise an IEP for the student.
  • Works with the teacher and student to meet the targets of the IEP.
  • Reviews the IEP each term with the student, teacher, parents and SENCo.
  • Attends parental meetings and provides evidence of concerns and/or progress made by the student’s under their care.
  • Helps the student to be independent at school with academics, emotional and behavioural aspects.  

  • Exams/ Assessments

    Exams/Assessments will be discussed on a case to case basis with parents and will be based on the individual needs of the student.

    Life skills

    We work as a team to reinforce positive learning. We promote teaching the children skills that will benefit their social development within the community and within their daily lives. External trip are a part of life skills learning as well. The students learn to socialise with their peers and teachers via fun tasks and activities. In addition, these help the children develop the behaviour norms of the community and within school by taking part in group tasks and school trips. 

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