SEN Department

Special Education Needs Program

In MADAR International School, SENCO services are being offered for students with special learning needs. These services depend on a set of criteria or standards to ensure an effective outcome, and these are:

  • The presence of a private office or a spacious room where the SENCO can work with the students on one to one basis.
  • A set of resources and material are available; such as a computer, a white board, visual aids, a specialized reading program. In addition, flash cards, worksheets and multisensory manipulative are prepared by the SENCO to cater to the students diverse learning needs.
  • Classroom support is provided for students, if need be; especially in written tasks and test – taking sessions.
  • Each student has a private educational profile that includes:
    1. Referral checklist or Report filled out by the teacher and the SENCO.
    2. Informal, Curriculum based Assessment Report.
    3. An IEP (Individualized Educational Plan)
    4. Ongoing evaluations such as a checklist, progress report, SST report, quarterly report.
    5. A rotational pull out schedule for each student.
    6. Work Samples and copybooks for each student that shows his work in pull out sessions.
    7. A communication copybook to communicate any concerns between parents and the SENCO.
    8. A specific number of cases should be acknowledged at the beginning of the academic year.
    9. Every case should be observed, assessed, and an action plan should be set for each student.
    10. Test modifications and classroom accommodations should be implemented to cater to their learning styles.
    11. Students grading and evaluation criteria should be modified, and the student shouldn’t be penalized for spelling mistakes especially during assessments.
    12. SENCO should cater to the students’ social and emotional needs by creating a supportive atmosphere inside and outside the class with the help of the teacher.
    13. Positive reinforcement and direct corrective feedback should always be present in class and pull out sessions.
    14. Intervention methods are and should always be flexible to cater to the special needs of these students.
    15. A reward/ corrective system should be implemented to ensure both positive reinforcement and self discipline.