Special Education Needs

S.E.N. Department

Our Special Education Unit caters for children with special needs with particular emphases on Autism Spectrum Disorder (ASD), Asperger’s Syndrome, Dyslexia, Down syndrome, Pathological Demand Avoidance (PDA), and related disorders. These challenges affect children in diverse ways, which in turn pose challenges in the area of learning.

OUR AIM

Our aim is to provide a professional, catchy and conducive learning environment that will enable our children reach their full potential. Our services are primarily aimed at building and enhancing academic skills, lifelong skills and other functional skills. To this end, Doveland International Schools opt for a total package; it is a variety of approaches aimed at addressing each child’s specific challenges.

 

The design of an Individualized Educational Plan (IEP), Behavioural Intervention Plan (BIP), and Individualized Rehabilitation Plan (IRP) to suit a particular child’s needs plays an integral part of our practice. It is largely a one-on-one intervention and inclusion programme.

OUR APPROACH

We apply 21st Century researches and intervention methods through visual, auditory and kinesthetic experiences in everyday life, which assists to enhance students’ strengths and building blocks that will afford them functional and independent life. The school library is enriched with special education/intervention study materials to support the day-to- day activities of our pupils.

TRAINING

There is opportunity for professional Development through In-house training and support. The unit also works with other professional organizations like the International Training Centre for Applied Behaviour Analysis in Lagos-Nigeria and New Jersey-USA

Our programmes are broken down into the following:

We assess, design and implement plans that will address individual child’s needs and build skills by using the following different approaches:

A.B.A. (Applied Behaviour Analysis).

Verbal Behaviour.

Speech Therapy.

R.D.I. (Relationship Development Intervention).

Sensory Integration.

Dietary Intervention.

Bio medics.

Music Therapy/Movement Therapy.

Social Stories.

Picture Exchange and Communication System PECS.

Visual Schedule.

Structured Environment.

Physical Drills.

Classroom Facilitation/Consultation with Mainstream Class Teachers

Consultation/collaboration with other professionals.

 

ENTRY PROCEDURE

  1. Interview and analysis of pupil’s history.
  2. Completion of Application Form and Questionnaire.
  3. Assessment of the child (the length and style of assessment varies)
  4. Development of an IEP/IBP/IRP
  5. Declaration of acceptance

 WHAT TO EXPECT

  • Assessment/Observation Report.
  • Individualized Education Plan
  • Task Sheets (reviewed bi-weekly).
  • Daily Feedbacks – To include common goals.
  • Student’s Termly Review.
  • Parent/Teacher Conference/Training.