Students have special educational needs (SEN) if they have a significantly greater difficulty in learning than the majority of students of the same age which calls for special education provision to be made for them.
The Special Education Needs (SEN) Department adheres to the philosophy that each individual with challenges is entitled to the support necessary to maximize his/her potential. The Special Education staff works with classroom teachers and other educational personnel, to fulfill the following objectives:
We, at PPS-Dubai, offer personalized special education services that cater to SEN students and help them reach their full potential, by adopting a whole school approach.
Special Education shall provide all students a high quality educational
experience to promote independent learning and individual success. SEN services
support the overall goals of PPS through providing services in the students’
Least Restrictive Environment (LRE) which include the following placements:
·Instruction in the general education classroom with supplementary aids
·Services integrated into the general education classroom
·Specialized instruction in a resource or pull-out setting
·Instruction in a specialized
It is the policy of PPS to meet the following objectives for students
1. Will be located and identified.
2. Will have comprehensive evaluations which define both needs and
3. Will have Individual Education Programs designed to meet their
4. Will be offered special help based on the individual education
program in the Least Restrictive Environment possible.
5. Will have any potentially harmful effects considered prior to
placement for Special Education services.
6. Will be educated to the maximum extent possible with non-disabled
7. Will have their programs reviewed at least annually.
8 .Will be re-evaluated or considered for re-evaluation at least every
For a child to be eligible for services, the disability must affect the child’s
educational performance. Students may qualify for services under one or more
categories. These categories do not tell the whole story of the student.
Categories alone do not identify where the student will go to school or
determine what kind of services they need.
A child may not be identified as a "child with a disability” just
because he or she speaks a language other than English and does not speak or
understand English well. A child may not be identified as having a disability
just because he or she has not had enough instruction in math or reading.