Inclusion Policy

Al Ain American School (AAS)

Inclusion Policy

Effective As Of: 3 October 2023 Policy Version: 1.2

Compliance As Of: AY 2025/ 2026 Review Cycle: Annual

Policy Statement

The AAS is dedicated to fostering an inclusive, rights-based educational framework that ensures

equitable access, participation, and achievement for all learners. This commitment encompasses

Students/People of Determination, multilingual learners, gifted and talented individuals, as well as

those with Additional Learning Needs (ALN), whether on a temporary or permanent basis.

Purpose

➢ To ensure that admissions, teaching, assessment, and campus operations adhere to the

ADEK School Inclusion Policy (September 2024, v1.2).

➢ To establish a tiered model of support and high-quality first teaching in every classroom.

➢ To delineate clear roles, maintain records, and implement review cycles to monitor

progress and impact.

Definitions

• Additional Learning Needs (ALN): Educational requirements that necessitate support,

accommodation, or modifications within the school setting, whether temporary or

permanent.

• Documented Learning Plan (DLP): An Individualized Education Plan (IEP), Individual

Support Plan (ISP), Individual Learning Plan (ILP), Behavior Support Plan (BSP), or

Academic Learning Plan (ALP) containing SMART targets, specified provisions, and a

review schedule.

• Tiers of Support:

➢ Tier 1 (Universal)

➢ Tier 2 (Targeted)

➢ Tier 3 (Intensive/Individualized)

• Inclusion Assistant: Learning support staff employed by the school.

• Individual Assistant: Parent-funded, non-teaching, one-on-one support typically required

for 50% or more of the school day.

• Assistive Technology (AT): Devices or software that enhance functional access to

learning.Inclusive Teaching & Learning Standards

➢ The principles of Universal Design for Learning (UDL) and adaptive teaching should be

integrated into lesson planning and delivery.

➢ Standardized screening windows shall be established each term; early identification and

referral processes will be overseen by the Head of Inclusion (HoI).

➢ Documented Learning Plans (DLPs) will be created for students in Tiers 2 and 3; progress

reviews with parents will occur at least three times per year, with target tracking at a

minimum of every four weeks; an annual review will be conducted for Tier 2 and 3 students

and those supported by Inclusion or Individual Assistants.

➢ Assessment accommodations must reflect the student’s typical mode of working and align

with external assessment regulations.

➢ Access to the curriculum and pathways, including Technical and Vocational Education and

Training (TVET), will be maintained; in instances where modified pathways affect

Ministry of Education (MoE) equivalency, parental consent will be required through the

necessary undertaking.

Professional Development & Capacity Building

➢ The Head of Inclusion (HoI) will assume a leadership role with a maximum of 10% of their

timetable dedicated to duties outside of HoI responsibilities; if qualifications are obtained

through Continuing Professional Development (CPD), a minimum of 60 hours must be

completed within one year.

➢ Inclusion Teachers will be appointed at a minimum of one per cycle, with no more than

10% of their timetable allocated to duties outside of ALN teaching; if qualifications are

obtained through CPD, at least 40 hours must be completed within one year.

➢ Whole-school CPD will focus on identification, inclusive pedagogy, intervention planning

and evaluation, data utilization, and accommodations.

Internal Monitoring of Inclusive Provision

➢ Lesson observations, learning walks, and scrutiny of student work will emphasize

differentiation, accommodations, and progress among ALN cohorts.

➢ Inclusion Team meetings will review DLPs, progress data, attendance, behavior, and trends

in student wellbeing.

➢ Termly reports will summarize inclusion Key Performance Indicators (KPIs) for the Senior

Leadership Team (SLT) and Board; actions will be integrated into the School Development

Plan (SDP).Admissions, Transitions & eSIS Records

➢ Non-discrimination: The AAS will not deny admission to students with ALN when

capacity exists within the relevant grade.

➢ Admissions assessments (if utilized) will solely inform provision; required

accommodations will be provided.

➢ Targeted transitions will be arranged for new entrants, transfers (including those from

specialized provisions or homeschooling), and exchange students.

➢ Clinical reports will be requested where available; the absence of such reports will not

delay the implementation of reasonable adjustments.

➢ In cases of inability to accommodate (exceptional circumstances), AAS will notify ADEK

and parents within seven days, providing evidence; ADEK may uphold or overturn the

decision.

➢ Re-enrollment will occur annually; requests for grade retention require ADEK approval,

accompanied by a medical report and DLP.

➢ The eSIS ALN module will maintain up-to-date records, including any itemized additional

charges.

School Development Plan (SDP) & School Self-Evaluation (SSE)

➢ Inclusion targets and KPIs will be integrated into the SDP and monitored termly.

➢ The SSE will synthesize academic, pastoral, survey, and inspection feedback to enhance

inclusive practices.

ADEK Inspections & Compliance

➢ Necessary records (ALN register, DLPs, accommodations logs, CPD evidence,

accessibility plans) will be provided to inspectors.

➢ The ADEK inspection rating/report will be published as required; findings will be

addressed through the SDP.

Additional Fees (Beyond Standard Provision)

➢ AAS will strive to meet needs within standard fees whenever feasible.

➢ When evidence indicates support exceeding the standard offer, additional charges must be

itemized, justified, agreed upon in advance, and reviewed at least annually.

➢ Total additional charges shall not exceed 50% of tuition; any optional management fee for

in-school specialists shall not exceed 10% of the cost; exceptions requiring low fees will

require parental consent or ADEK approval.

➢ Termly statements will clearly outline allocations and impacts; entries will be updated on

eSIS.Responsibilities

Role Responsibilities

Governing

Establishes inclusive strategy; nominates a Board inclusion lead;

Board

allocates funding for staffing/resources; approves accessibility

planning.

Principal Ensures inclusion remains on SLT/Board agendas; appoints

HoI/EAL/G&T leads; guarantees CPD/safeguarding; oversees risk

assessments and incident reporting.

Head of

Leads inclusion systems; quality-assures teaching and DLPs;

Inclusion

coordinates external services and AT; maintains records/eSIS; engages

with parents and students.

Teachers Deliver high-quality first teaching; differentiate instruction and

implement accommodations; monitor and report progress against DLP

targets.

Parents/Students Participate in planning and reviews; provide relevant reports; adhere to

agreed plans and codes of conduct.

Monitoring & Review

• Internal audits will be conducted each term, with an annual evaluation incorporating

stakeholder feedback.

• The policy will be reviewed annually, targeting full compliance by the Academic Year

2025/26 (Fall).

Compliance

Full compliance is mandatory by AY 2025/26 (Fall) in accordance with ADEK timelines. Non-

compliance may lead to ADEK sanctions, including warnings or impacts on ratings.

References

➢ ADEK School Inclusion Policy v1.2 (September 2024; effective October 3, 2023).

➢ ADEK School Staff Eligibility Policy (pertinent clauses regarding HoI and Inclusion

Teachers).

➢ UAE School Inspection Framework (inclusion, Special Educational Needs and

Disabilities).Inclusion Procedure

Aligned with the AAS Inclusion Policy (2025/26)

Identification and Admissions

➢ The admissions team ensures non-discriminatory enrollment, guaranteeing that no applicant is

denied admission solely based on Additional Learning Needs (ALN).

➢ Initial screening is conducted during the admission process utilizing standardized assessment

tools.

➢ When available, parents are encouraged to provide clinical or educational reports; however,

their absence shall not impede the implementation of provisional accommodations.

➢ Targeted transition plans are formulated for students with ALN, those transferring from other

institutions, or students transitioning from specialized provisions.

Early Identification and Referral

➢ Teachers conduct classroom screenings during standardized screening periods each term.

➢ Any concerns are to be referred to the Head of Inclusion (HoI) via a formal referral form.

➢ The HoI will review the evidence (including observations, work samples, and assessment data)

within two weeks of receiving the referral.

➢ Should ALN be indicated, the HoI will initiate the development of a Documented Learning

Plan (DLP) and assign an appropriate Tier of Support.

Tiered Model of Support

➢ Tier 1 – Universal: All educators are required to integrate Universal Design for Learning

(UDL) principles and adaptive teaching methodologies into their daily instructional practices.

➢ Tier 2 – Targeted: Students will receive small-group or short-term interventions. The Inclusion

Teacher will draft a DLP with Specific, Measurable, Achievable, Relevant, and Time-bound

(SMART) targets.

➢ Tier 3 – Intensive/Individualized: An individualized DLP will be created, potentially with the

support of an Individual Assistant or external specialist.

Documented Learning Plans (DLPs)

➢ DLPs are to be developed for all students categorized under Tier 2 and Tier 3, detailing targets,

accommodations, and review timelines.

➢ Progress reviews with parents will occur three times annually.

➢ Target tracking will occur every four weeks, with updates documented in the electronic Student

Information System (eSIS).

➢ Annual reviews will be conducted by the HoI in collaboration with parents, the Inclusion

Teacher, and, where applicable, the Individual Assistant.Teaching and Assessment Accommodations

➢ Educators will implement classroom accommodations (such as extended time, assistive

technology, simplified instructions, etc.).

➢ Accommodations must reflect the student’s typical mode of working.

➢ The HoI will ensure that accommodations align with external examination regulations

established by ADEK and the Ministry of Education (MoE).

➢ Any modifications that affect equivalency (e.g., Technical and Vocational Education and

Training (TVET) pathways) will require written parental consent.

Professional Development

➢ Head of Inclusion (HoI): A minimum of 60 Continuing Professional Development (CPD) hours

annually is required, with no more than 10% of the timetable allocated outside HoI responsibilities.

➢ Inclusion Teachers: A minimum of 40 CPD hours annually is mandated, with no more than

10% of the timetable allocated outside ALN support.

➢ Whole-school CPD initiatives will focus on identification, differentiation, accommodations,

and data utilization.

Monitoring and Reporting

1. The Inclusion Team will conduct lesson observations and learning walks on a termly basis,

concentrating on differentiation and ALN support.

2. Termly Inclusion Team meetings will review:

➢ DLPs and progress data

➢ Attendance and behavioral metrics

➢ Trends in student wellbeing

3. The Senior Leadership Team (SLT) and Governing Board will receive termly reports

detailing Inclusion Key Performance Indicators (KPIs).

4. Key actions identified will be integrated into the School Development Plan (SDP).

Admissions, Transitions, and Records

➢ The electronic Student Information System (eSIS) must be updated to reflect ALN status,

DLPs, accommodations, and any associated fees.

➢ Targeted transition meetings will be organized for new students or those re-enrolling.

➢ Requests for grade retention must receive approval from ADEK, accompanied by a medical

report and a DLP.

Financial Procedures for Additional Support

1. Standard ALN provisions are included within the tuition fees.2. Should support exceed standard provisions, fees must be:

➢ Itemized and justified

➢ Agreed upon in writing with parents

➢ Limited to 50% of tuition (management fee not exceeding 10%)

3. Termly financial statements will detail the utilization of additional fees.

Compliance and Inspections

➢ The HoI will maintain an updated ALN register, DLPs, accommodation logs, CPD records,

and accessibility plans.

➢ All documentation must be made available for ADEK inspections within 48 hours of request.

➢ Findings from inspections will directly inform the School Self-Evaluation (SSE) and the SDP.

Roles and Responsibilities

➢ Governing Board: Approves the inclusive strategy, allocates resources, and monitors KPIs.

➢ Principal: Integrates inclusion into the SLT agenda, appoints the HoI, and ensures CPD and

safeguarding measures are in place.

➢ Head of Inclusion (HoI): Oversees inclusion systems, ensures the quality of teaching and

DLPs, and coordinates external services.

➢ Teachers: Deliver high-quality differentiated instruction, apply accommodations, and monitor

DLP targets.

➢ Parents/Students: Actively engage in planning and reviews, provide relevant documentation,

and comply with agreed-upon plans.Prepared By: School Policies Committee Approved By: Reviewed By: Operational Lead

School Principal