Inclusion

Our Vision

At GEMS Dubai American Academy, we believe it is our duty to help each child find their own purpose and happiness in life, so they may contribute to a peaceful and sustainable future.

Our Mission

GEMS Dubai American Academy believes that each child can achieve their fullest potential through a continuum of educational provision. Faculty and staff, in partnerships with parents, strive to provide an inclusive and responsive program that guides students towards academic success and self-advocacy. This will ensure our students are fully prepared to pursue their individual college and career goals upon graduation.

Inclusion Support is a K-12 program designed to identify struggling students and provide temporary interventions as early as possible. If temporary early interventions are ineffective, then long-term academic support may be provided to ensure that a student is making significant academic progress.

Helping each child find their purpose

GEMS Dubai American Academy is an inclusive school where we welcome children with a range of learning preferences, including students of determination (students with special education needs and disabilities), students who are gifted and talented and students who are English Language Learners. Our staff are committed to educating all students in a common learning environment with similar-aged peers. At GEMS Dubai American Academy, diversity is made visible as a strength, respectful relationships are continually enhanced and all children fully participate in learning through adjustments and teaching strategies tailored to meet the diverse range of learners reflected in wider society.

 

Please share full details of any special educational needs, individual education plans (IEPs) and any Educational Psychologist, Pediatric, or other specialist reports (e.g., Speech and Language or Occupational Therapy) if completed. Sharing educational history with GEMS Dubai American Academy prior to a place being offered is essential so that staff can ensure an appropriate assessment of educational need, educational plan and resourcing is in place. Admission is not conditional on the submission of a medical diagnosis and we have effective transition processes in place for all children.

 

Students are not refused admission based only on their experience of a special education need or disability (SEND) and we give sibling priority for admission to students who experience SEND. Staff follow KHDA guidance and procedures for scenarios where, very rarely, it may not be in the best interests of the child to be placed in GEMS Dubai American Academy. This information will be shared

with the KHDA, following expected procedures.

 

Elementary Inclusion Model

In elementary, inclusion support is delivered through a push in and/or pull out model. In elementary, inclusion specialists push into classrooms to support learning within daily classroom lessons. For students who require more individualized support, small group pull out sessions are scheduled with an inclusion specialist during literacy or numeracy time. These pull out sessions focus on the individual goals of each student and provide more intensive support. 

 

Alternative Pathways Program

The Alternative Pathways Program at DAA will offer a path to create an individualized program for students that are unable to access the general education curriculum with significant modification. Students in this program will participate in academic courses that are aligned with DAA curriculum standards.

Middle School Inclusion Model

In middle school, inclusion support is delivered through push in and/or pull out sessions. Pull out sessions are provided through an Academic Support Class (ASC). These classes take the place of an elective class and instruction is given by an inclusion specialist. During ASC, students work on their IEP goals and/or curriculum outcomes for their classes. Push in support is also provided in English and Math classes. 

Alternative Pathways Program

The Alternative Pathways Program at DAA will offer a path to create an individualized program for students that are unable to access the general education curriculum with significant modification. Students in this program will participate in academic courses that are aligned with DAA curriculum standards. The general structure of this program is designed to place students in the Least Restrictive Environment. Students in the program will have access to the following:

• Math, Literacy, Social Studies  and Science instruction in a self-contained classroom, using a multisensory and hands-on approach to personalized learning based on individual learning profiles.

• Instruction in all other subject areas in a fully inclusive setting, with an Inclusion Specialist providing co-teaching and/or consultant teaching as outlined in the student’s Individualized Education Plan (IEP).

Students in the Alternative Pathways program will be reevaluated  yearly to evaluate which will be the best program to offer the student in high school.

Some of the benefits of this program for both the student and the school include:

 

• increased student independence and self-reliance

• increased student self-esteem

• increased academic growth

• decreased dropout rates

 

High School Inclusion Model

 

In high school, inclusion support is delivered through push in and/or pull out sessions. Pull out sessions are provided through an Academic Support Class (ASC). These classes take the place of an elective class and instruction is given by an inclusion specialist. During ASC, students work on their IEP goals and/or curriculum outcomes for their classes. Push in support is also provided in English and Math classes. 

 

Alternative Pathways Program

The Alternative Pathways Program at DAA will offer a path to create an individualized program for students that are unable to access the general education curriculum with significant modification. Students in this program will participate in academic courses that are aligned with DAA curriculum standards. The general structure of this program is designed to place students in the Least Restrictive Environment. Students in the program will have access to the following:

• Math, Literacy, Social Studies  and Science instruction in a self-contained classroom, using a multisensory and hands-on approach to personalized learning based on individual learning profiles.

• Instruction in all other subject areas in a fully inclusive setting, with an Inclusion Specialist providing co-teaching and/or consultant teaching as outlined in the student’s Individualized Education Plan (IEP).

Students in the Alternative Pathways program will be reevaluated  yearly to evaluate which will be the best program to offer the student in high school.

Some of the benefits of this program for both the student and the school include:

 

• increased student independence and self-reliance

• increased student self-esteem

• increased academic growth

• decreased dropout rates

 

English as an Additional Language (EAL)

At GEMS Dubai American Academy we offer an English as an Additional Language program for students who are new to the English language. This is not the same as inclusion support because students in the EAL program do not have any particular learning difficulties. They are simply new to the English language. English language learners (ELL) receive support through a push in and/or pull our model.

Downloads  

View the daa Inclusion Policy

View the Inclusion Staff

Download the Community Resources

Download the English and Arabic Inclusion and Admissions Policy

Download the Links to Rights of Students of Determination