Key Roles And Responsibilities For Send Provision At Dips-g

All members of DIPS-G’s faculty contribute to the provision of high quality, individualized programming for the school’s SEND students. Key positions in the school follow below with a brief review of important duties and responsibilities:

The SEND or Learning Support Teacher

The most important obligations of SEND teachers at DIPS-G are:

to support SEND students’ individual learning needs
to coordinate with the subject teachers
to participate in the meetings, professional development courses and workshops, and special activities aimed at improving the quality and delivery of special education programs and services
to monitor the implementation of SEND programs and to provide periodic reports on the status of these programs and services
to collaborate with parents of SEND students to strengthen the home-school partnership
to collaborate with other professionals at DIPS-G, including classroom or subject teachers, counselors, and school administrators
to participate in the completion of an annual SEND program review
to consistently and frequently monitor student progress, which can be assessed through progress reports, standardized testing and meetings with concerned parties to review goals, and academic achievement

Additionally, SEND teachers should:

contribute as a member of the Student Support Team (SST) in his or her phase
assist in the identification and submit record keeping of students with special needs at DIPS-G
co-teach with teachers of regular education classes to develop and deliver instructional materials and programs for students with special needs
develop IEPs and monitor their implementation for students with special needs
coordinate with school and family to develop programs and services that help students overcome academic and social challenges
develop and facilitate programs to increase awareness about the rights and needs of students with special needs
encourage and monitor students’ use of assistive technologies
participate in school-based committees to improve the quality of special education programs and services offered by DIPS-G
perform any other tasks assigned by the school leadership

The Classroom or Subject Teacher

The most important obligations of classroom or subject teachers at DIPS-G are:

to participate in the effective implementation of IEPs
to provide additional support or accommodations for SEND students, when required
to work with learning support, counselors, administration, and parents to provide the best possible learning environment for students with SEND
to participate in the meetings, training courses, workshops and activities related to services for students with special needs
to cooperate with the special education team in all matters related to the plans, special education services, course revision, evaluation methods, and examinations and setting goals
to closely monitor the progress of SEND students in their classrooms, in collaboration with the Learning Support teacher
to cooperate with the SEND teacher in providing special education services to SEND students
to collaborate with parents of students with special needs to strengthen the home-school partnership; and
to perform any other tasks assigned by Division Principals or the Superintendent.

The Learning Support Teachers (LSTs) and Learning Support Assistants (LSAs)

The most important obligations of Educational Assistants at DIPS-G are:

to provide direct individual support for the students with special needs in accordance to the requirements of an IEP
to monitor and assist students with special needs complete work assignments
to assist with the preparation of materials, equipment such as audio and video equipment, and strategies to enhance the learning for students with special needs
to participate in teamwork to meet the needs of students
to assist in the collection of information of the students with special needs in order to identify student progress
to perform any other tasks assigned by the school leadership

Counselors

The most important obligations of counselors are:

to contribute as a member of the Student Support Team (SST) in his or her phase
to work with teachers when identifying SEND students while creating clear channels for communication between parents, teachers, learning support staff, outside agencies, and administration
to work with Learning Support staff to help teachers identify and provide accommodations to SEND students in their classroom
to monitor student progress
to generate and monitor IEPs for SEND students whose needs are primarily social and emotional
to perform any other tasks assigned by the school leadership

Phase Leaders

The most important obligations of division leadership teams are:

to accept students with special needs who have a reasonable expectation of success with DIPS-G’s curriculum, and to provide them with opportunities to learn
to make sure that requirements of every student with special needs are met
to thoroughly apply the principles and general rules for special education programs
to promote a culture of inclusion and concern for the rights of all students
to create an appropriate school environment that ensures high quality SEND programming
to monitor DIPS-G’s program and the work of the school’s SEND teachers by visiting them in their classrooms to check their work, activities, and involvement
to strengthen relationships with parents and to create awareness about SEND program
to organize mechanisms to provide resources and services for SEND students at DIPS-G

The Superintendent

The most important obligations of the Superintendent are:

accept students with special needs who have a reasonable expectation of success with DIPS-G’s curriculum, and to provide them with opportunities to learn
make sure that requirements of every student with special needs are met
thoroughly apply the principles and general rules for special education programs
promote a culture of inclusion and concern for the rights of all students
create an appropriate school environment that ensures high quality SEND programming
facilitate the process of acceptance and integration of students with special needs
monitor DIPS-G’s program and the work of the school’s SEND teachers by visiting them in their classrooms to check their work, activities, and involvement
cooperate with the Department of Special Education in the Ministry and Directorate of Special Education and to participate in meetings, courses, and activities (as required)
strengthen relationships with parents and to create awareness about SEND services
coordinate with the concerned parties within and outside the school with respect to the transition of students with special needs to the different academic levels
organize mechanisms to provide resources and services for SEND students at DIPS-G

Parents

The most important obligations of the parents of SEND students are:

to attend meetings or assessments related to the education of their children
to collaborate with school leaders and teachers to strengthen the home-school partnership
to communicate effectively with DIPS-G personnel with respect to their child
to accept their role in the implementation of educational plans
to be forthcoming, with regard to DIPS-G’s FULL DISCLOSURE clause regarding any information relating to the student
to meet deadlines as specified with regard to registration and evaluation
to set appropriate expectations for their child which are commensurate with his or her capabilities

	+971 4 282 3524
	+971 4 282 3472 (KG Section)
	+971 4 282 6610 (Clinic)
	+971 4 282 1362
	dischool@dischool.com

Key Roles And Responsibilities For Send Provision At Dips-g

Key Roles And Responsibilities For Send Provision At Dips-g

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