This document discusses efforts by the Knowledge and Human Development Authority in Dubai to improve education quality and inclusion for students with disabilities. It outlines the Authority's initiatives such as developing standards for identifying and assessing students with special needs, providing guidance and criteria for schools to improve support for these students, collecting parent and principal feedback, and issuing inspection reports to evaluate schools' performance in supporting students with disabilities. The inspection process involves pre-visits, reviewing documents, surveys, and observations, and results have shown some improvement in schools' provision for students with special educational needs over time.

2. High Aspirations

3. Law No. 2 2014
Securing the rights of persons with
disabilities in the Emirate of Dubai
Initiative
‘My community is a
place for everyone ’

5. Knowledge and Human Development Authority in Dubai
‘Life long learning to fulfil Dubai’s aspirations’
Vision

6. Knowledge and Human Development Authority in Dubai
Quality
Assurance
Equal access
to education
Engagement
of the
community
Mission

7. Knowledge and Human Development Authority in Dubai
We work in coordination with all concerned parties to
improve the quality of education in all fields of education
from early childhood to higher education, according to
the priorities of Dubai’s government’s strategy.

8. 16
Curricula
243,715
Students
158
Schools
14,205
Teachers
30,994
Emirati students
Educational Landscape in Dubai

9. Dubai School Inspection Bureau
Assure the quality of education
Provide parents and the community
with accurate information about the
quality of school performance
Raise the performance of private
schools in Dubai
Quality
Transparency
Education
Learning
Care
Teaching
Communication
Improvement
Leadership

10.  Attainment & Progress
 Learning Skills
 Personal & Social Development
School Overall Performance
Inspection’s Key Questions
Outputs Inputs
Unsatisfactory Acceptable Good Outstanding
 Teaching & Assessment
 Curriculum
 Protection & Support
 Leadership

11. DSIB Inspection Framework
2010
2011
2012
2013
2014
2009

12. DSIB journey
Analysing the performance
of all students
Assessing the quality based
upon international standards
The development of a uniform
definition for disabilities/special needs
Internationally aligned categories
of disability/special needs
Pre-inspection school visits to
inform professional dialogue
regarding special educational
needs

13. Leadership &
management
Policy
Parent Partnership Identification
 Support
 Information
 Communication
 Investment
 Recruitment
 Priority
 Consistency
 Agreement
 Development
 Accuracy
 Speed
 Intervention
Criteria for assessing the quality of educational services provided
to students with disabilities/special educational needs

14. Criteria for assessing the quality of educational services provided
to students with disabilities/special educational needs
Modification &
support
Assessment &
Monitoring
Progress
 Challenge
 Evidence
 Consistency
 Personalised
 Learning skills
 Independence
 Tracking
 Evaluation
 Feedback

15. Pre–inspection
Pre-inspection
Inspection briefing
Review of school
documents
Analysis of surveys
Review of school’s
self-evaluation
Focus group selection
Post
inspection
Inspection

16. Inspection Lesson observations
Feedback
Evidence & Judgements
Data scrutiny
Assessment systems
Subjects
Specialist provision review
Meeting School SEN team
Post
inspection
Pre-
inspection
Inspection

18. The school helps
me to help my
child at home
Parent voices
We are
involved
every step of
the way
This school has
changed the life of
not only my child,
but of our family too.
I didn’t even know
he was identified
as a child with
special needs
I know I can always
speak to the school,
nothing is too much
trouble
I get no
communication
about my child’s
progress.
I don’t agree with
the school, there
is nothing wrong
with my child.
I know he has a
plan but I am
not involved in
developing it.

19. How do you know how well students
with SEN are doing?
Questions
to
Principals
Who is held to account for the
progress of students with SEN?
In what ways do you promote an
inclusive ethos and a commitment to
students with SEN within your school?

20. How do you ensure that teachers
apply the advice you give?
Questions
to Team
Leaders
How do you monitor the progress of
students with SEN?
Who are the key partners in the
developing the individual plans for
students with SEN?

21. How do you accommodate the needs
of this student in your class?
Questions
to
Teachers
What levels of progress is this child
making within your class?
What do you feel is this child’s key
barrier to learning?

22. Inspection Reports
overall
effectiveness of
provision for
students with
special
educational
needs
How well does
the school provide
for students
with special
educational
needs?

23. The identification of students with
special educational needs/disabilities
2013-20142012-2013
28%
Unsatisfactory
40%
Acceptable
20%
Good
12%
Outstanding
16%
Unsatisfactory
33%
Acceptable
35%
Good
16%
Outstanding

24. Quality of school partnerships with parents
of children with special educational needs
2013-20142012-2013
13%
Unsatisfactory
42%
Acceptable
31%
Good
14%
Outstanding
10%
Unsatisfactory
31%
Acceptable43%
Good
16%
Outstanding

25. The use of modification to meet the needs
of students with special educational needs
25%
Unsatisfactory
35%
Acceptable
29%
Good
11%
Outstanding 20%
Unsatisfactory
44%
Acceptable
24%
Good
12%
Outstanding
2013-20142012-2013

26. Rules and Regulations
High quality school inspection New high quality schools
Principal appointments Expansion requirements

27. Support and guidance
Customer service support
Tamkeen What works