Additional Educational Needs

The Academic Year 2019-2020 was exceptional without a doubt. It had its challenges and triumphs, but as always, the Additional Educational Needs Department (AEND) focused on enriching its provision to meet the needs of students and ensure equitable access.

Access and Inclusion

The issue of Inclusive Access Arrangements for students has always been a priority for the AEND, and has been gaining momentum across educational institutions at all levels. The IBO has worked on developing its systems and procedures to facilitate the process of applying for Access Arrangements for students sitting for external exams both at Grade 10 (MYP e-assessments) and Grade 12 (DP external exams). To that end, the IBO published the Access and Inclusions Policy handbook, the aim of which is to streamline procedures that will allow students “to demonstrate their ability under assessment conditions that are as fair as possible”. The AEND in collaboration with the MYS and IBC teams worked to adapt the school’s existing policy to ensure the highest level of transparency, academic honestly and equity is being applied to all cases. This policy has been integrated into the AEND policy now known as the Access and Inclusion Policy.

Continuing Professional Development

As with every year, the AEND team continuously sought out opportunities for growth and development in the evolving field of SEN and inclusive practice. Achievements this year include: • Three members of staff completed their Certificates of Competence in Educational Testing and became registered members of the British Psychology Society Register of Qualification in Test Use. • One member of staff is now a qualified ADHD Life Coach. • One member of staff completed a Master’s degree in Special and Inclusive Education. • Two members of staff completed a Master’s degree in Multidisciplinary Studies in Education. • Seven members of staff took on courses by Dyslexia Action covering a number of topics, including: Structured, cumulative multisensory tuition for learners with Dyslexia; supporting learners with memory weakness; developing numeracy skills in learners with Dyslexia and Dyscalculia; and developing reading skills in learners with Dyslexia. • Four members of staff completed a short professional development course on the Jolly Grammar Programme.

Communication and Collaboration

Consistency of message and clarity of communication was last year, and will continue to be, a focus for the department. In addition to the annually updated Additional Educational Needs Department Procedures Handbook, which is shared with all members of staff at ABS, the AEND also developed an intradepartmental AEND Teacher Reference Handbook to ensure consistency and clarity and help with the induction of any new staff.

The Director and Coordinators also worked on updating the AEND student profiles. Profiles are living documents shared with the student’s teacher and Head of School at the start of the year to support transition and ensure access is facilitated from day one in their new grade. The update now includes more detailed information on the student’s area of need and subject specific information for core subjects. A list of learning strategies, taken from the IBO’s Meeting Student Diversity in the Classroom (Removing barriers to learning) booklet, published December 2019, also accompanies each profile after being curated specifically to each student.

COVID19 Response

Flexibility and adaptability were the Department’s motto as we navigated the unchartered terrain of supporting learners from a distance. The switch for MYS students was almost seamless as we had been trained on the use of Microsoft Teams along with MYS staff in early March, an adapted timetable was created and students began receiving support right away. With Primary School students the AEND worked with the PLT to stay in line with their progression of delivery. The first two weeks of online learning revision work focused on consolidating skills the students had been working on with their AEND teachers before moving to online learning. The next step was to use individualized PowerPoint Presentations with teacher voiceovers before finally using Microsoft Teams to work with students on meeting the goals of their Individualized Educational Plans.

Team meetings were also held consistently through Microsoft Teams, where we shared good practice, updated staff on procedures and checked in on each other.

Dima Masri MAEdL, BA, PGD Director of Additional Educational Needs