Al Fanar School Inclusion Policy 

Rooted in Head, Heart, Hands; Aligned with Curriculum, Teaching & Learning, and Assessment Policies

"The goals are clear, the road is paved and the clock ticks; there is no place for hesitation. There are many who talk, we accomplish."
— HH Sheikh Mohammed bin Rashid Al Maktoum

1. Our Philosophy of Inclusion: Head, Heart, Hands

Inclusion at Al Fanar is not a program — it is a way of being. Grounded in our Head, Heart, Hands framework and informed by the 12 senses, we see inclusion as:

• Head: Intellectually accessible teaching that meets diverse cognitive needs through flexible, inquiry-based learning.

• Heart: Emotional safety, empathy, rhythm, and co-regulation embedded in everyday routines and relationships.

• Hands: Active participation through purposeful movement, creative expression, and sensory-rich experiences.

Every child is held in rhythm, reverence, and relationship. We remove barriers not by changing the child, but by transforming the environment.

This policy is shaped by the Dubai Inclusive Education Policy Framework (2017), Federal Law (2006/2009), Dubai Law No. 2 (2014), and the UN Convention on the Rights of Persons with Disabilities.

2. Definitions

• Disability: A social condition arising when barriers prevent full and meaningful participation.

• Barriers: Attitudes, systems, or environments that exclude learners from the common rhythm of the group.

• Common Learning Environment: Inclusive spaces where all children grow together through shared experience.

• Special Educational Need and Disability (SEND): A need that requires adaptation so that the learner can access the environment equitably.

3. Inclusive Practice through Head, Heart, Hands

• Head: Teachers offer differentiated thinking opportunities, narrative-based assessment, and embedded learning across disciplines.

• Heart: We focus on secure attachment, peer belonging, and co-regulated behaviour through our Relational Practice Policy.

• Hands: Inclusive access to movement, handwork, eurythmy, nature, and creative arts ensures learning through doing.

Inclusion is not only about ability — it is about rhythm, regulation, and respect.

4. Identification: Through Observation and Connection

• Head: Observations via Plaud capture patterns in cognitive engagement, attention, and processing

• Heart: Amplify Meetings support relational analysis of children’s needs, emotional signals, and peer dynamics

• Hands: Practical engagement, sensory integration, and physical presence are used to identify emerging needs

Admission is never conditional upon diagnosis. We work with the child, not the label.

5. Participation & Equity

We ensure:

• Access to all experiences regardless of need

• Equitable class groupings that avoid clustering or isolation

• Inclusive participation in Head (academic), Heart (emotional/social), and Hands (creative/physical) areas of the curriculum

Adaptation is woven into the day — not bolted on.

6. Leadership & Responsibility

The Inclusion Team:

• Designs inclusive provision across Head, Heart, and Hands

• Ensures the Inclusive Education Improvement Plan reflects sensory-rich, play-based, and relational approaches

• Prioritises staff training in trauma-informed pedagogy, co-regulation, and neurodiversity-affirming practice

Leaders create the rhythm and model the relational tone of the school.

7. The Graduated Approach: Relational and Rhythmic

Level 1 – Universal (All)

• Teachers plan with rhythm, differentiation, and multi-sensory input

• Provision is reviewed in Amplify Meetings, supported by the Provision Map

Level 2 – Targeted (Some)

• IEPs are written with families, framed around Head–Heart–Hands support strategies

• Support staff co-deliver rhythm-based, scaffolded intervention

Level 3 – Specialist (Few)

• Outside professionals are brought in when internal adaptations are not enough

• The child remains in the rhythm of the group as far as possible

8. Roles & Responsibilities

Head of Inclusion

• Coordinates all inclusive strategy, staff training, and IEP planning

•  Models relational practice and sensory-informed planning

Support Teachers

• Observe and support classroom teams in providing rhythm and challenge across domains

• Focus on teacher capacity, not withdrawal-based support

Learning Support Assistants

• Facilitate peer interactions, sensory scaffolds, and rhythm participation

• Engage in weekly reflection and coaching

Classroom Teachers

● Design accessible learning that meets cognitive, emotional, and sensory needs

● Remain responsible for every child’s progress in the group

9. Assessment & Narrative Review

Assessment is:

• Head: Learning progress and cognitive growth captured through Floor Books, Thinking Stories

• Heart: Emotional development, co-regulation, peer connection recorded in Heart Notes

• Hands: Participation in practical life, creativity, and sensory integration is continuously observed

All assessments are formative, narrative, and reviewed collaboratively in Amplify Meetings.

10. Family Partnership

Families are:

• Co-observers of their child’s rhythm, temperament, and emerging needs

• Included in all IAP planning and reflection cycles

• Given support strategies rooted in regulation, play, and connection

Inclusion at Al Fanar is a living practice. We honour the thinking, feeling, and willing of each child, adapting not just the lesson — but the tone, tempo, and touch of the school day to meet their needs.