- About Us
- Policies
- Code of Conduct for Students
- Dress Code for Students
- Behavior Management Steps and Stages for Students
- Disciplinary Actions for Students
- Positive Reinforcement Policy
- Sanctions for Academic Dishonesty
- Behavior Offences Stages and their sanctions
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- About Our School
- Message from the Superintendent
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- DIPS-G and the UAE National Agenda
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- Mission, Identity, and Guiding Statements
- Our History
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- Why DIPS
- Admission
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- Admissions Overview
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- Admissions Process
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- Registration Booklet 2021-22(New Students)
- Special Education and Medical Form
- Inspection & Accreditation
- Academics
- Inclusion
- Mission, Identity, and Guiding Statements
- Philosophy And Aims of Inclusion Program
- Special Education Categories
- Levels of Send Support at DIPS-G by Division
- Admission Procedures
- Formal Identification Procedures
- Key Roles And Responsibilities For Send Provision At Dips-g
- Transitions Between Grade Levels And Divisions
- Gifted & Talented Education at DIPS-G
- School improvement plan (sip) priorities related to SEND program
- Criteria for evaluating send program effectiveness
- E- Learning
- Purpose for Online Learning Plan (OLP)
- Online Learning Plan Roll-Out
- Online Teaching, Learning, and Assessment
- Stakeholders’ Roles and Responsibilities
- Wellbeing of Students
- Communication with Us
- Online Safety and Protocols
- Points to Consider for DIPS-G Parents
- e- Learning Resources
- Online Learning FAQs
- Student Life
- For Parents
Admission Procedures
DIPS-G adopts an admissions process that does not discriminate against students with special needs but attempts to assess the strengths of the whole child. All applicants undergo initial baseline testing. Additionally, previous school performance and records are taken into account when determining whether students are likely to be successful in DIPS-G’s academic program. Specific procedures by divisions are provided below:
Kindergarten and Elementary Schools
- The Registrar gathers all necessary documentation for a student’s file and presents the application to the appropriate counselor for review. The Registrar also schedules the student’s intake assessment.
- The counselor assesses the student. The counselor speaks briefly with the parents after the assessment and reviews the questionnaire that has been completed regarding the specific learning needs of their child. After reviewing assessment results and other documents, the counselor makes a recommendation for placement and passes the applicant’s file on to the Phase Leaders.
- The Phase Leader receives the application, reviews it, and decides whether to admit, waitlist, or reject the applicant. The Phase Leader communicates his or her decision to the Registrar and the counselor.
- If the student is admitted, the counselor arranges a meeting with the student and family regarding academic support concerns.
- The Phase Leader and the counselor consult to determine the best class placement.
- If the student has a specific learning need, the Leadership Team discusses it with the teacher(s) in question.
- The counselor, classroom teachers, and learning support teacher (as necessary) and Principal (as necessary) confer before the student begins classes to discuss any important issues in his or her file.
- If a student’s file includes an IEP or similar plan from a previous school, the counselor, classroom teacher, and learning support teacher review the document(s) and implement as many strategies as possible, while developing a new IEP based on the documents provided. If there is no previous plan and our intake assessment of the student identifies challenges in academic areas, the classroom teacher will put strategies in place to help the student be as successful as possible at DIPS-G.
Middle and High Schools
- The Registrar assembles the necessary documentation for a student’s file and presents the application to the counselor for review. The application for enrollment includes a document entitled “Confidential Letter of Recommendation Form” from the student’s former school, which includes questions about any special learning needs. The application also includes a section where parents are expected to indicate any special learning needs of the student. The Registrar schedules and administers the student’s intake assessment.
- The counselor reviews the application, including the student’s academic transcripts and recommendations. The counselor makes a recommendation for placement, which includes any academic support required, and passes the application on to the Phase Leader.
- The Division Principal receives the application, reviews it, and decides whether to admit, waitlist, or reject the applicant. The Phase Leader communicates his or her decision to the Registrar and the counselor.
- If the student is admitted, the counselor arranges a meeting with the student and family about course scheduling and any academic support concerns.
- The counselor, teachers, and learning support Teacher (as necessary) confer before the student’s start date in order to discuss any particulars in their file.
- If a student’s file includes an IEP or similar plan from another school, the counselor, teachers, and learning support teacher will review the document(s) and implement as many strategies as possible, while developing a new IEP based on the documents provided. If there is no previous plan and our assessment of the student identifies challenges in academic areas, teachers and the learning support teacher will put strategies into place in order to help the student be as successful as possible at DIPS-G.