Inclusion Mission at Dubai Heights Academy

Dubai Heights Academy strives to meet the needs of all children in its care by personalising the learning and providing outstanding care and provision for all pupils.

Inclusion is at the core of our ethos and our mission is to ensure that all children feel valued and achieve their full potential. We have a dedicated staff that are committed to supporting each child on their own unique pathway to progress. Dubai Heights Academy believe in promoting lifelong learners and acknowledge the importance of developing social skills and life skills as well as achieving academic goals.

Our specialist Inclusion team is comprised of highly qualified staff that continuously research and upskill to provide the best support for our pupils of determination. The Inclusion team work collaboratively with all staff and parents to provide individually-tailored support and interventions to ensure that every child makes progress.

Dubai Heights Academy offers an enrichment program with access to a Speech Therapist and Occupational Therapist through our partnership with Sensation Station.

We also offer the unique MbodE program which is delivered by our on-site Child Development Specialist. The MbodE program focuses on developing gross motor skills connected to improving concentration skills and coordination.

Our state of the art resources and facilities further support inclusive practice throughout the school. Children soothe their senses and benefit from mindful moments in our Snoezelen room, and re-energise in our sensory fun-junction gym.

Come and meet our team and see how Dubai Heights Academy can help your child on their journey to success.

  • Unified Champions

    • Here at DHA, Inclusion is at the core of everything we do. We are proud to be taking part in the Unified Champions Schools program which is a nationwide initiative set up by the Special Olympics. As quoted from the Special Olympics website, the program is “aimed at promoting social inclusion through intentionally planned and implemented activities affecting systems-wide change. With sports as the foundation, the three component model offers a unique combination of effective activities that equip young people with tools and training to create sports, classroom and school climates of acceptance. These are school climates where students with disabilities feel welcome and are routinely included in, and feel a part of, all activities, opportunities and functions. This is accomplished by implementing inclusive sports, inclusive youth leadership opportunities, and whole school engagement. The program is designed to be woven into the fabric of the school, enhancing current efforts and providing rich opportunities that lead to meaningful change in creating a socially inclusive school that supports and engages all learners.”

      Our Unified Champions Team here at DHA covers the inclusive youth leadership strand of Unified Champion Schools. We hold regular meetings with the team to share and discuss ideas. The children worked collaboratively to set up the ‘Break Time Buddies’ initiative which sees them taking part in a weekly duty to support younger pupils and their own peer group during lunch break. We are excited about how Unified Champions will continue to flourish and very grateful for the team’s enthusiasm and efforts in making DHA inclusive for everyone.

  • POD

    • Meet POD our school mascot for Inclusion! POD is helping our pupils to learn about different types of Special Educational Needs. We engage in story time and whole school assemblies with POD’s stories to help children to understand different emotions, behaviours, to develop empathy and to learn about social skills and different ways to help, encourage and support their peers. POD helps us to celebrate our diversity and to see our unique differences as our strengths. We recognise the inclusive efforts of our pupils in our Inclusion Champions award during weekly school assemblies.

  • Inclusion Aims at DHA

    • “The inclusive school will be proactive in identifying barriers which restrict students’ achievement, participation and learning, and will take action to remove obstacles which lead to educational exclusion.”

      “An inclusive school honours diversity and respects all individuals.”

      Dubai Heights Academy is committed to providing an outstanding inclusive education to pupils of determination. Some of our priority objectives include;

      • To implement the KHDA Directives and Guidelines for Inclusive Education(2019) https://www.khda.gov.ae/Areas/Administration/Content/FileUploads/Publication/Documents/English/20200126091127_SEND-Report-En.pdf
      • To ensure that all children in school have access to the National Curriculum and that support and resources are in place to facilitate this.
      • To acknowledge and follow the guidance of the Dubai Inclusion Education policy Framework (2017) as far as is appropriate when carrying out its duties towards all pupils with special education needs.
      • To adapt teaching strategies to suit the way individual children learn. This includes a commitment to upskilling and continuous professional development to provide an excellent and personalised education for all pupils of determination.
      • To promote the self-worth and self-esteem of every pupil.
      • To have high expectations for all children, including those with additional needs so they may experience success.
      • To encourage our pupils to show concern and care for others and to value each person’s contribution.
      • To promote and celebrate Inclusion across the school.
  • Inclusion Policy