1. K.Austrin
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2. Objectives
 What are ZHO Outreach Support Services?
 How they work to support Inclusion in education, the
community and workplace?
 How can you access the ZHO OST services?
 Best practice.
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3. Goals of service
 To promote an holistic approach to Inclusion in which all members within
education, the wider community and the workplace have an understanding of
their role.
 To provide additional support to children, young people and adults with Special
Needs, also parents, teachers, community and employers.
 To foster an educational, community or workplace environment in which
children, young people and adults with Special Needs flourish.
 To support the development of a framework within which the school, the wider
community and the workplace can monitor, review and evaluate its provision
for children, young people and adults with Special Needs on an annual basis.
 Promote accessibility in the learning environment, the wider community and
the workplace.
 Support the development of specialist skills and knowledge
 Develop Pathway Transition assessment procedures (Multi-Professional)
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4. Staffing Structures – Inclusion Outreach Support
3 Area Divisions (Abu Dhabi, Al Ain, Al Gharbia) have the following structure.
Inclusion
Coordinator
Inclusion
Administration
Parent Support
Specialist Teams Specialist Teams
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5. ZHO DISABILITY ACCESS SUPPORT SERVICES FRAMEWORK
3 Regional Divisions - Abu dhabi/Al Ain/Al Gharbia
Division Inclusion Coordinator
1. Assessment - Education 4. Communication and
Psychology, Optometrist, 2. Early Years Foundation 3. Cognition and Learning -
Interaction - (PDD- ASD)
Audiologist, Sp.LT, Severe, Moderate and Mild
Including Speeech, Language
Learning difficulties
Mobility, Access. Therapy
7. Sensory 8. LINKS - Transition
5. Physical - Including
6. Social, Emotional, Management to Higher
Physiotherapy, Occupational Hearing Impairment
Behaviour Education, Vocation, World
Therapy Visual Impairment of Work
9. Parent Support Groups - 10. 12.
Advocacy, Counselling and
Empowerment Disability USER Groups 11. Continuing Proffessional
Adult Sport and Recreation Development
Ship of Hope - Abu Dhabi
Candle of Light - Al Ain Youth
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6. Co-morbidity
chart Sport &
Recreation
Assess
EYF
User group CL
Child,
young
Parent /CYA
Advocacy person,
CI
adult
Counselling
More than LINKS PD
one service Sensory
may be SEBD HI
accessed at
any given VI
time 6

7. Inclusion Service Interaction
Assessment = Transition
Early Intervention = Transition –
Portage – Outreach Team
Education = Differentiation, Accommodations, exam
Support, ICT
Social Welfare = Parent/student
Advocacy, Counselling and Guidance
Therapy = Outreach Support Team
Vocational = Transition
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8. Strands COVERED BY ZHO OST Government / Private Provision
Vocational
Education
Early Years Pre-school Rehab
Centre / Community Community
0-3 3-5 yrs School Home
Sport and Performing
Parents KG 5-12 yrs Workplace Recreation Arts
Home
Higher
Education
All Strands include Formal Transition processes from one environment to another
ZHO DASS is the single common denominator through the provision pathway
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9. Staff Roles and Responsibilities - Generic
Each Team consists of:
 It is made up of Specialist Teachers, Therapists and Specialist Support Assists
What do they do?
 Assessment and monitoring
 Support the schools understanding of inclusion and special needs and or disability
 Support the development of IEP's and individualized programmes
 Attend IEP review meetings
 Support and advise on the implications of teaching pupils with special needs and or disabilities.
 Support and advise on the setting up and use of Circle of Friends, Buddy System, Social Skills Groups, music therapy, art therapy
and Communication groups, Social Stories.
 Provide training for Parents, Teachers and Children
 Support awareness, development and implementation of individualized differentiated resources.
 Support the schools with projects related to specific learning needs and or disability.
 Support the inclusion of students who have behaviour issues related to specific special needs and or disability
 Develop awareness of Information and Communication technology (ICT)
 Develop awareness of Assistive technology
Support for the pupil
 To offer support to the child within the educational setting
 To support familiarization of the school through rehearsing key events of the day eg break, dinner, lesson changeover, and
teaching coping strategies through play.
 Support the development of relationship building
 Support behaviour management strategies.
 Initially to act as the Link person between school and family
 To attend child IEP reviews
Support for Parents
 Support the training, development and independence of community support groups and individuals..
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10. 1. Definition – Inclusion -Education
Definitions of Inclusion
Legislation
This policy incorporates the guidelines of the
UAE Federal Law 29 – Article 12 - 2006
"The state shall guarantee to provide for an individual with special needs equal opportunities in all educational institutions, vocational training and
continuing education in regular classes or special classes where necessary.
The academic curriculum shall be delivered in Braille or sign language or other methods/modifications as required
Special needs do not represent an obstacle preventing an individual from applying to or joining any government or private educational institution of
any kind."
United Nations Convention on the rights of a child
Articles
2. Non-discrimination
The principle that all rights apply to all children without exception, and the State's obligation to protect children from any form of discrimination.
The State must not violate any right, and must take positive action to promote them all.
28. Education
The child's right to education, and the State's duty to ensure that primary education at least is made free and compulsory. Administration of
school discipline is to reflect the child's human dignity. Emphasis is laid on the need for international cooperation to ensure this right.
29. Aims of education
The State's recognition that education should be directed at developing the child's personality and talents, preparing the child for active life as an
adult, fostering respect for basic human rights and developing respect for the child's own cultural and national values and those of others.
What is Inclusion
Inclusion is about creating a secure, accepting, collaborating and stimulating learning environment in which everyone is valued, as the foundation
for the highest achievements for all individuals with disability.
The inclusive ethos permeates all centres, schools, community organisations and workplace to increase the learning and participation of all.
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11. Definitions cont.
Definitions of Additional Needs
1. Children with Special Needs
1.1 A learning difficulty is said to be present if a child or young person:
has a significantly greater difficulty in learning than the majority of those of his age; or
has a disability which either prevents or hinders him from making effective use of educational facilities of a kind generally provided in schools managed by his
education authority; or
is under the age of five years and is, or would be if special provision were not made for him, be likely, when over that age, to have a learning difficulty as defined
above.
1.2 , in relation to a child of school age or a young person receiving school education, Provision for special educational needs means educational provision which is
additional to or otherwise different from that generally made for children of the same age in schools managed by the education council.
1.3 In relation to children who have not yet attained school age, it means educational provision as appropriate to their needs.
2.1 Children with a disability
Children with a disability have special educational needs if they have any difficulty in accessing education and if they need any special
educational provision to be made for them, that is, anything that is additional to or different from what is normally available in schools in the
area.
Disability
According to international standards:
a person has a disability if he/she has a physical or mental impairment, which substantially and in the long term, adversely affects the
person’s normal day-to-day activities.
This applies to members of staff and pupils.
These difficulties may manifest themselves in the following categories:
mobility
manual dexterity
physical co-ordination
continence
ability to lift, carry or otherwise move everyday objects
speech, hearing or visual
memory or ability to concentrate, learn or understand
perception of the risk of physical danger.
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12. Definition- Arts and Disability,
Disability Arts and Culture
UAE Federal Law 29 – 2006 – Article 20. 1
‘Develop the creative, artistic and intellectual abilities of persons with disability and invest it in
the enrichment of society’
Arts and Disability
 is a broad term which includes a variety of artwork and methods of involving children, young people
and adults
 It incorporates people with disabilities as artists, participants and audience.
 It describes projects involving collaboration between disabled and able-bodied people either as
artists, audience or participants.
 Arts and disability projects, when collaborative, must involve people with disability at all stages from
planning to showcasing.
Disability Arts
 Is a specific arts practice which involves artists with disabilities creating work which expresses their
identity as disabled people. The work of disability arts practitioners contributes to the expression of
disability culture.
 It is informed by disabled people’s experiences, beliefs and values and by a sense of their identity as
members of a distinct group with a unique culture.
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13. Definition -Inclusive Sport and Recreation
UAE Federal Law – 2006 – ARTICLE 20. 4
‘Support the participation of the person with disability in activities organised at the
national, regional and international level.’
 Creating a safe, fun and appropriate learning environment in which the children,
young people or adults can feel engaged, valued and appropriately challenged.
 Structuring activities around the needs of the child, young person or adult
 Understanding person centred needs
 Providing activities that are challenging and progressive
 Providing activities where all can take part
 Develop elite sport pathways
 Involve participants in their learning and support them to develop understanding
through experience of the impact of particular movements
 Support participants to develop social, cognitive, creative and personal abilities in
addition to physical improvement.
 Encourage participants to set challenging personal goals and aim for elite sport
activities.
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14. Policies - exemplar
Operational Handbooks reference
Inclusion Policy and Procedures
• Policies IEDP*
Inclusion Education • Transition Process IED1
• Transition Programme IED2
• Outreach Support Team Handbook IED3
IED • Outreach Support Team – Information for Schools,
Parents and the Community IED4
• Practical Guide for Classroom Management IED5
Inclusion - Sport and • Inclusion - Sport and Recreation Policy and Procedures
ISR1
Recreation • Inclusion - Sport and Recreation Staff Handbook ICS2
• Inclusion - Sport and Recreation – Information for
Parents, schools and the community. ICS3
ICS
Inclusion
• Inclusion - Performing Arts IPA1
Performing Arts • Inclusion - Performing Arts Handbook IPA2
• Inclusion - Performing Arts – Information for Parents,
schools and the community. IPA3
IPA
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15. Scope of Inclusion - exemplar
Recreation
Arts
Inclusion EDUCATION
Inclusion Community Sport and
Inclusion Community Performing
• Early Years • Early Years • Early Years
• KG • KG • KG
• Community • Community • Community
Parents Parents Parents
• Elementary • Elementary • Elementary
• Secondary • Secondary • Secondary
• Higher Education • Higher Education • Higher Education
• Adult Education • Elite Sport • Arts in the
• Workplace • Recreational Community
• Retirement • Performance Arts
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16. Resources
Inclusion Education
• Coordinator
• Specialist Outreach Support Staff, Teachers, Therapist, Advocates, Support Assistants
• Administration
• Partners
• Hardware / software eg – Integrated Learning Systems, Braille, Audiology, curriculum support materials
• Texts / consumables – curriculum differentiation, staff training
• Continuing Professional Development
Inclusion Sport and Recreation
• Coordinator
• Staff – Specialist Coaches, Sport Therapists
• Volunteers
• Administration
• Partners
• Hardware / software – curriculum support materials
• Texts / consumables
• Continuing Professional Development
Inclusion Performing Arts
• Coordinator
• Staff – Specialist Drama, Music, Art Teachers and Therapists.
• Volunteers
• Administration
• Partners
• Hardware / software
• Texts / consumables
• Continuing Professional Development
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17. Partners - * signifies formal agreement
1. Abu Dhabi Education Council ADEC *
2. Special Needs Forum – SNF *
3. National Autistic Society – NAS *
4. Higher College of Technology – HCT *
EDUCATION
1. Special Needs in the Community Action Group - SNICA
2. Manchester City Football Club – City in the Community MCITC *
3. Abu Dhabi Sport Council
SPORT 4. Assetco*
1. Abu Dhabi Music and Art Foundation *
2. Live Music Now
PA 3. Smart Art
4. Artist in Residence
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18. How to access support?
Abu Dhabi – Ashjan Bin Sumaida
Al Ain – Arwa Al Maqtari
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21. Development Plan
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