CHOOSING & APPLYING
Schools must now demonstrate that they can meet the needs of all students, including those with learning difficulties or special talents. Schools in the region teaching the International Baccalaureate or the British curriculum were found to have the best SEN provision.
Parents will need reassurance that the school they choose
will meet their child’s needs. Properly accredited international schools are a good place to start. ISL Qatar, an international school based in Doha, is an International Baccalaureate World School, as well as being one of the first schools to open as part of the Qatari Supreme Education Council’s Outstanding Schools initiative.
“ISL Qatar prides itself on being one of a small number
of international schools that provide learning support across the school as part of its access and diversity agenda,” says head of school Chris Charleson. “This forms part of our philosophy to maintain a broad and diverse population of students who can enjoy counselling, language support and special needs support, allowing them to access the mainstream curriculum.”
INTERNATIONAL DEVELOPMENTS According to a report from the International Schools
Research Group (ISC Research) in association with Next Frontier Inclusion (NFI), an increasing number of international English-medium schools are embracing the opportunities and challenges of inclusion.
A survey of over 8,000 international schools around the world about their approaches to inclusion and their provision for children with learning differences found that there were encouraging signs of increasing levels of provision as a result of the demand for specialist support from expatriate families and local families who were unable to access support in their state schools. “There’s a greater willingness towards inclusion,” says Ochan Powell, a director of NFI, “but there’s also some scratching of heads about what to do, and a fear about getting it wrong.” Richard Gaskell, director at ISC Research, believes that
there is plenty of anecdotal evidence that suggests the market is moving towards being more inclusive. “This focused research will help us to provide the data that international schools need in order to know how the market is actually responding to the needs of all students,” he said.
No matter which school parents choose, they should ask about the individual staff who will be helping their child, and ideally meet them, in person or via video conferencing. Providing honest information about the child’s needs is also vital. Marymount’s Sandra Forrest explains that working very closely with families during the transition is a key to success. “SEN support needs to be individually tailored and flexible in order to be effective,” she says. “This ensures that students who require support for SEN can make as smooth and successful a transition as possible.”
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