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Khalifa School aims at improving the lives of children with special needs by imparting professional expertise, therapy, and education, so they can unfold their potentials and be active members of the community. Our vision is to be a school for children with special needs wherein the staff, parents, and members of the community share a commitment to provide education that will enable each child to develop his/her full potential. Our mission is to provide functional educational programs and support services for students with mental and physical challenges, based on their strengths, abilities, and needs which will enable them to lead an independent life in a caring and secure environment. The school believes that: Every child has a fundamental right to be educated. All students can and will learn irrespective of their disability. Education is a cooperative effort between the school, home, and community. To provide students with a safe and secure environment. To assess the abilities and potentials of each student by using appropriate assessment tools. To develop and enhance the cognitive, social, and physical abilities of the students. To provide developmentally appropriate programs and support services. To enhance learning by the use of teaching strategies and communication systems suitable to the needs of the students. To maintain and improve the students’ functional capabilities by using assistive technology. To provide opportunities for national, international, and intercultural exposure in promoting global citizenship. To evaluate students’ progress through periodic reviews. Khalifa School, founded in 1988, is recognized as the first private educational institution for special needs students in Kuwait. Motivated by her grandson, Mrs. Lulwa Khalifa Alghanim established the School. Khalifa School began its journey in 1988 with 5 enrolled students in the annex of the owner. The School had to close down for a year during the invasion from 1991 – 1992. After the war, the school shifted to a bigger premise in Salwa with enrollment reaching up to 100 students. In 1993 the school shifted to a more established setup in Dasman to fulfill the needs of the growing enrollment. The School shifted to its new campus in Salmiya in 2008. The present school campus is built keeping in mind the unique needs of the students with more updated facilities and advanced services. The school's curriculum is FACES which is adapted and modified to meet the unique needs of the students and the cultural requirements of the country, objectives of ASDAN are also incorporated in it. Khalifa School curriculum reflects the school’s mission learning objectives and policies. At the start of each year, the present functioning level of students is assessed by the teacher using formal and informal assessment tools. An individualized educational program (IEP) is developed for each student stating the annual goals and short-term objectives. A parent meeting is held to finalize the IEP goals. The multi-disciplinary team participates in IEP development. The long-term goals are broken down further into short-term objectives and are implemented in the daily and weekly lessons. Teachers employ various educational .methods such as TEACCH, PECS, etc. The objectives are evaluated and are recorded in the IEP bank document. Conferences are held quarterly to inform parents of their child’s progress. View full school

SMH Foxfield is a multi-denominational, co-educational school for children with a dual diagnosis of Autism Spectrum Disorder and a moderate general learning disability, where the children are treated with dignity and respect and are enabled to participate, to the best of their ability, in an educational program tailored to their individual needs to help support them to live a full and independent life within their families and their communities. Foxfield School aims to provide a nurturing, positive and safe environment within which students can reach their full potential, supported by environmental and teaching aids that are specific to an ASD approach, such as TEACCH, Social Stories, Floortime, and C-ABA. We also aim: Provide a broad, balanced curriculum appropriate to the needs of each student. Prioritize functional life skills, especially with older students, through programs such as ASDAN. Work in collaboration with our multi-disciplinary team in supporting our students to the best of our ability. Provide a caring and fun-filled environment for our students in being mindful of the happiness and wellbeing of each student through recognizing that a happy and content child will be in a better position to learn and achieve new goals/more capable of learning and achieving new goals. Focus on individual strengths and areas of need through the Individual Education Plan (I.E.P) process. Be respectful of each student's ability to communicate and use augmentative communication systems such as PECS, Lamh, and objects of reference to give our students a voice. Provide a stimulating, visual, and interesting environment while keeping in mind sensory preferences that our students may have, such as a quiet, soft-lighted, and clutter-free environment. Ensure equality of opportunity for all students. Provide for active participation in the local community Develop a partnership between home and school. Well done to all the Foxfield staff and friends who took part in the Runamuck Challenge 2019 to raise money for Foxfield Special School!!! We'd like to extend an extra-special thank you to all who donated to help our school. View full school

Our school values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. We aim to achieve, through purposeful partnerships, high-quality education for all pupils. The purpose of Riverbank School is to create a professional environment in which pupils can receive their curriculum entitlement. We have high expectations and hope to enable pupils to achieve the following goals: High achievement for all, regardless of ability, gender, class, and ethnicity. To learn how to learn and to learn how to play. To gain the best possible level of independence appropriate to their age and ability.# To be able to make appropriate, informed choices. To be aware of the danger and the need for safety at all times. To be able to communicate in a range of settings and for different audiences. To be able to behave and respond appropriately in a range of different situations, with regard for the feelings and the well-being of others. To celebrate success and be aware of their strengths and skills, leading to raised self-esteem. To achieve these goals, we begin with the individual needs of the child. These needs encompass the whole child – not just the academic, but also the social, behavioral, medical, and moral needs. We ensure that our curriculum is delivered at the appropriate level to meet these needs. We believe that it is not simply a case of what we deliver, but also how we deliver it. We aim to use pupils’ strengths, the strengths of adults around them, and the environment to enhance and provide opportunities for learning and success. Through the assessment of our pupils’ needs, abilities, and levels of attainment, we record and report on progress and inform our planning of the curriculum. We monitor and evaluate the pupils’ learning and our teaching to continuously strive to raise standards. View full school

At Greenfield School, we pride ourselves on our ability to ‘Learn together’ with ‘Aspiration, Imagination, and Determination’. We continually find innovative ways to make learning fun, engaging as well as challenging. All learners are valued as individuals we celebrate diversity and respect children regardless of ability, gender, religion, or ethnicity. We strive to provide a rich learning environment where everyone’s achievements can be celebrated and individual progress is recognized. Greenfield school is a truly inclusive learning environment. Our strength lies in our commitment to provide learning opportunities for all. Our mission statement of ‘Opening the doors to the future is strong which enables pupils to make great progress. We also aim to provide learning opportunities that enable pupils to take responsibility for their learning and encourage them to take calculated risks to help develop their skills. Our school building provides a rich learning environment for pupils to enjoy. We have up-to-date ICT to support learners as well as open grounds which enables Forest School activities to happen. This all contributes to pupils enjoying school and helps their confidence grow. We are committed to working in partnership with parents and welcome our parents to take advantage of the many informal and formal opportunities to enhance the home-school relationship. This includes school celebrations, curriculum events, and pupil annual reviews. We hope that you find our website informative and we invite you to visit the school to experience its excellence first hand. Greenfield is a special school located in Pentrebach, Merthyr Tydfil for pupils aged 3 -19 years old. We are the only special school in the authority. At Greenfield we have an excellent provision for a wide range of pupils with special needs including moderate, severe, and profound and multiple learning difficulties, specific learning difficulties, autistic spectrum disorders, and pupils with emotional and behavioral difficulties. At Greenfield, our mission is to recognize the uniqueness of the individuals by promoting, supporting, and celebrating all their efforts and achievements. Here at Greenfield, we provide our pupils with a caring, safe and stimulating environment. We encourage and challenge all pupils to reach and achieve their full potential. The pupils are provided with a wide range of opportunities where they have access to an exciting and enriched curriculum that is relevant to them. View full school

We are a school full of fantastic students and committed staff, who are passionate about enhancing life through learning. We emphasize the importance of communication skills and in leading our young people towards independence through a variety of engaging activities. At JFK we work in partnership with parents and other professionals to establish a personalized experience that addresses each child’s sensory, behavior, communication, medical and learning needs. Our staff has high expectations for all of our students and we continue to make links with communities within the locality and beyond. We pride ourselves in promoting outstanding education for our students, strive to build on our successes, and continue developing as a special school. At JFK we believe in providing the best possible education for each child through personalized, stimulating, and enjoyable learning. We aim to maximize our learner’s potential and to develop physically, socially, and educationally. We provide life-enriching experiences to support our students to be independent and take part in society in a meaningful way. As a school we aim to: Deliver our vision with a curriculum that builds on strengths/areas of interest and develops skills through exciting and meaningful learning experiences. Promote student voice through developing communication approaches equipping our students with the skills to be involved and to make life choices. Facilitate a safe and secure learning environment, working with a range of professionals to support student's and families' safety and wellbeing. Allow our students to take part in life after school, preparing them to be fully engaged members of society. Personalize learning programs to develop social and communication skills through a variety of learning experiences both in school and in the community. As a team we strive to: Work collaboratively with all stakeholders to ensure the best possible outcomes for each student. Celebrate the achievements of each child/young person. Have high expectations for all learners through strong teaching and learning which develops personal, social, and communication skills leading towards independence. Model positive behavior for our learners and each other through developing interests, social bonds, and having fun. As a school our key priorities are: To ensure we support and provide opportunities for all students to maximize their potential through stimulating and enjoyable learning. Our commitment to the learning and growth of all staff through Professional Development and delivering a personalized learning experience for students. To foster overall wellbeing through respecting feelings, cultures, and values and treat each other as individuals. We promote the right to feel valued and respected. Encouragement of our students to develop their skills for life to allow them to manage as independently as possible in preparation for adulthood. We promote ‘British Values’ through our Spiritual, Moral, Social, and Cultural education which permeates through the school’s curriculum. We recognize that this is most successful when values and attitudes are promoted by all the staff and provide a model of behavior for our pupils. The curriculum in all phases offers broad and balanced opportunities. Pupils are encouraged to engage, participate and become valued citizens. We do this by supporting each pupil to become as independent as possible and recognizing the right to say 'Yes' or 'No' to ideas or activities. Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility. Learning to do things independently is an important part of developing a sense of self. We support the development of our sense of self and others by participating in events such as Red Nose Day/Comic/Sports Relief and Children in Need. Learning is personalized to promote participation in activities, settings, and locations that are appropriate to students individually, to meet their needs. Within school, pupils work with a range of people communication and interaction with others are positively promoted on a personalized basis for each learner. This may include working with pupils from other schools, coaches, theatre groups, or going into the community to meet with a range of people in a variety of events and social situations. We value the diverse ethnic backgrounds of all pupils, families, and staff in our school and the wider community. We participate in events and lessons to celebrate our community, promoting mutual enjoyment, tolerance of, and respect for differences in the wider world. We are part of a school and local community where each person is respected and valued equally without regard to ability, gender, faith, heritage, or race. Our class assemblies and school celebrations help all pupils to find out about themselves and others linking their lives to the communities in which they belong. The themes cover areas such as friendships, helping others, and celebrations from a range of faiths or world events. Beckton Campus Tollgate Road, London E16 3LQ Tel: 020 7474 6326 View full school

T'mimei Lev, now in its 12th year, was established to provide for children who, because of their special educational needs, are unable to attend a mainstream Jewish school. We aim to provide them with the facilities not available to them in mainstream schooling, by working together with local health and education authorities. What makes our school unique is the children's curriculum, which caters to their religious and cultural needs by combining the highest levels of academic excellence in the National Curriculum with Jewish Studies, in a warm Jewish atmosphere. We aim to develop a center of excellence in the provision of special education. We plan to extend the scope of our activities to reach a larger number of children, which will of course require more facilities, staffing, and resources. Indeed, we are being pressed to provide creche facilities for even younger children of mothers who need a break or who are returning to work. Our activities are funded almost exclusively by private donations, which severely limits our ability to move forward. As with all projects of this sort we are constantly looking for sources of funding and assistance to enable us to continue our vital work. Jewish parents in Manchester now have plenty of options regarding the education of their children that is provided their child does not have special educational needs. Local special needs schools provide a valuable service but make no provision for the religious and cultural needs of the Jewish special child. The local Jewish mainstream schools, and indeed the community at large, do not have the resources or expertise to care for these children. T'mimei Lev was formed in March '97 to provide support for parents in coping with all aspects of raising their special child. Our aims are threefold: To provide support for parents in educating their child with special needs. To maintain an educational facility with the expertise and resources to provide a first-class education incorporating the National Curriculum, as well as opportunities for integration with mainstream schools. To provide general support and counseling for parents in coping with all aspects of raising their special child. Our activities are open to all Jewish children with special needs, regardless of background or level of religious observance. Although of necessity the school is independent and fee-paying, no child in need will be refused admission on financial grounds. We work closely with and have the support of the leading community Rabbonim. Jewish parents in Manchester now have plenty of options regarding the education of their children that is provided their child does not have special educational needs. Local special needs schools provide a valuable service but make no provision for the religious and cultural needs of the Jewish special child. The local Jewish mainstream schools, and indeed the community at large, do not have the resources or expertise to care for these children. Parents have the option of sending their special child to a local authority to run the school. There are some of quality in the area, but they cannot adequately provide for the Jewish child. Imagine the problems caused at home when the child comes out with carols instead of zemiros at the shabbos table, or the inappropriate and sometimes explicit language they pick up in what for them is an alien environment. Not only do they suffer these very real problems but miss out on learning the language and customs of our rich heritage. Some parents try to keep their children in mainstream schools, often with extra support. However this only stores up problems for later on in life. While the child is young he or she may be able to cope, but as they get older, the academic and social gap widens, putting pressures on the child which can cause problems that only compound the difficulties the child (and family) faces. Providing for a community as diverse as ours means that to set up a unit as part of one of our mainstream schools would only alienate and exclude some sections of the community. Setting up several units at several schools would lose all the advantages of being able to pool resources and expertise, and is unlikely to be viable considering the relatively small number of children involved. Time Lev provides a day school, an after school club, and our integrated nursery 'Torah Tots', providing care for those special children of preschool age, in an integrated, stimulating, and caring environment, as well as Sunday morning cheder when we are joined by children who are not able to be with us during the week. We are housed in the Jewish Cultural Centre, but have outgrown the space available and are looking for our premises. View full school

Turney school is Part of the Lansdowne Turney Federation. The Federation consists of two SEND schools in Lambeth. We see both schools as communities for children and young people with Autistic Spectrum conditions and/or language delay/disorder and associated learning difficulties. Turney School is specifically for children and young people aged from 5-19 years of age with Autistic Spectrum Condition and associated learning difficulties Developing the whole child and young person is important across the Federation. Our ethos is to provide a secure, caring, and supportive environment in which there is an expectation of pupil achievement and raised attainment. This is reflected in all we do and throughout our website. Both schools apply a holistic approach to learning and work closely with the speech therapists, the occupational therapist and the educational psychologist, the school doctor and nurse, as well as outside agencies to enable all children and young people with special educational needs to access the curriculum. All the young people attending Turney have full access to the National Curriculum, the personal, social, health, and citizenship curriculum, as well as a life skills program. In Turney’s Post 16 program the young people follow life skills, independent living, and supported employment pathway which enables them to leave Turney as happy and independent young people, ready to enter Further Education. Both schools in the Federation work closely to ensure the best possible outcomes for the children and young people through shared staff knowledge and training. In line with our shared ethos, the children and young people work across both schools. They have shared PSHCE and work experience programs, as well as the opportunity for young people to move placements across the Federation in KS3 and KS5. At Turney, curriculum opportunities extend across all aspects of the school day. Teaching is not confined to the classroom and at any time staff are there to support, teach, reinforce and develop new skills at lunchtime, playtime, and visits to the community. We aim to provide a broad and balanced curriculum that is appropriate to the needs of each pupil at Turney School. Every pupil has an Individual Education Plan (IEP) designed by the teachers in consultation with the other professionals working with the pupil. Communication plays a great part across Primary, Secondary, and Post 16. The school staff works closely with the speech and language therapists. The speech and language therapists assess the needs of all the pupils entering the school and work with them in the classrooms, in small groups, and individually. We believe in working together to support the children, regularly holding a parent/carers support group, where the communication team comes together with parents/carers to discuss areas of interest. Guest speakers are invited to these meetings including the Speech and Language Therapists, Occupational Therapists, and the Health Education Link Service. View full school

The Court School is indeed very special. It is more than a school and has a very friendly ethos that encourages good behavior and a positive attitude to learning. The school caters to up to 35 children from throughout the City and County of Cardiff. The children are of Primary school age (5-11). These children have special educational needs in the form of social, emotional, and behavioral difficulties many of whom also experience learning difficulties, and some have very complex special needs. One of the aims of the school is to help suitable pupils overcome their difficulties and return to mainstream education. This is not a realistic objective for ALL pupils, but providing opportunities for each pupil to achieve their potential is a primary aim. The school has five teachers plus a Deputy and Headteacher. 13 Teaching Assistants support the children's learning. This experienced, dedicated, and professional team is committed to providing the best possible learning and teaching environment for some of the City's most vulnerable and disadvantaged young children, as well as providing opportunities to enhance their self-esteem and develop their social skills and independence. The Court School is a special school maintained by Cardiff City Council. The school supports primary-aged pupils from four to 11 years old with social, emotional, and behavioral difficulties. Most pupils have statements of special educational needs. The school aims to help pupils overcome their difficulties and where possible return to mainstream education. Eight pupils returned to mainstream school in the last academic year. The school’s motto is “Learning to learn together”. All pupils come from the city and county of Cardiff. Currently, there are 38 boys and no girls. A few pupils are looked after by the local authority. No pupils speak Welsh as their first language. A few pupils are from ethnic minority backgrounds. About 70% of pupils receive free school meals. This is well above the all-Wales average. Pupils are taught in five classes, which are broadly determined by need, ability level, and age. One of these classes caters to pupils who also attend their mainstream schools. This class is called the Revolving Door. View full school

A very warm welcome to the Brook Special Primary School. Our school is part of the Broadwaters Inclusive Learning Community which means that we share our values, vision, ethos, and aspirations with the Willow Primary School, Broadwaters Children’s Centre, and the Broadwaters Extended School Service. What’s more, we share a groundbreaking state-of-the-art building. Our inclusive approach means that pupils live together in an aspirational learning environment where every need is met. Our pupils are aged 4 – 11 and have a range of needs such as Autism severe and complex learning difficulties as well as associated physical, medical, and emotional needs. This means that they need a safe, specialist environment to help them learn and reach their potential. Laughter, excitement, and enthusiasm are evident in all aspects of our school life. Our emphasis on communication, creativity, physical and personal development means that our pupils develop into self-confident learners who are rightly proud of themselves and their achievements. We aim to enable our pupils to move confidently onto the next stage of their lives. To achieve this, we have created a school and inclusive learning community where: Outstanding teaching and learning are central to everything we do and are challenging, rewarding, and fun. The school is full of laughter, light, excitement, and enthusiasm. The curriculum is continuously reinvented by a learning community that is committed to meeting the needs of our pupils. Communication is central - every pupil will leave the school with an individualized system of communication which can be non-verbal, signed, or verbal. Creativity is placed at the center of teaching and learning, breaking down the barriers between subjects. A wide-ranging and highly skilled multidisciplinary team works collaboratively with the school to provide access to the curriculum across the range of pupils. The environment and curriculum provide every pupil with the opportunity to grow personally, socially, and academically to be the best they can be and to develop an overwhelming sense of self-confidence and high self-esteem within a stimulating and caring environment. There are clear boundaries and structures set for the pupils, which are well communicated and consistently reinforced. Every child is entitled to enjoy their childhood and is kept safe. The approach across the inclusive community is holistic and one of collaboration, harmony, and trust, creating a safe, supportive environment. Positive images of and attitudes towards all our pupils are developed in the community to access their right to be included in that community. Difference and diversity are valued, understood, embraced, and celebrated and the whole learning community is respected and valued with any discrimination opposed and rigorously challenged. A caring community is based on fair, understanding, and compassionate relationships. The school and the pupils are placed firmly in the mainstream of educational provision and at the center of community life. The Brook Primary Special School is within the same learning community and in the same building as The Willow Primary School and our vision is very simply about children on a continuum of need including those with the most profound and complex of needs, who are learning, living and belonging together in an aspirational learning environment where every child’s needs are met. Haringey is an area rich in cultural diversity, and the Brook community faces all the benefits and challenges of inner-city life from the range of different experiences, cultures, religions, customs, and languages which pupils, parents/carers, and staff bring to the school. Although our children will come from across the Local Authority, we are very much a part of the Broadwaters Inclusive Learning Community (BILC). The Brook offers co-educational day school provision for children with profound, severe, and complex learning difficulties those who have language and communication needs pupils with autistic spectrum disorders (ASD), plus associated physical, medical, communication, and emotional needs. This complex range of needs and the inclusive nature of our campus create huge demands on the school’s curriculum to be able to meet the needs of every pupil. The majority of Brook pupils will progress to Riverside as their secondary special school and most of them will then move to the Sixth Form Centre. Our curriculum promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical, and sporting excellence. It has a very positive impact on all pupils’ behavior and safety and contributes very well to pupils’ academic achievement, their physical well-being, and their spiritual, moral, social, and cultural development. Respecting and developing ‘pupil's voice’ is at the heart of all that we do at the Brook especially considering that many pupils have communication difficulties or have difficulties with social interaction, which means their voice isn’t always easily heard. The supporting adults at school need to help the pupils find and use their voice and at times act as an advocate on their behalf. Pupils are constantly encouraged and enabled to have a pertinent, enthusiastic, listened to, heard, and influential voice. Their thoughts, opinions, and attitudes are considered throughout every area of the curriculum, and where possible the pupils are given choices and offered opportunities to express themselves. Through art, music, drama, dance, planned PSED sessions and much more the pupils can share as much of their personality as they want to with their peers and support staff. View full school

We are a special needs school for students aged 3.5 – 21 years old, that is orthopedically handicapped and or have cognitive disabilities, including Down’s Syndrome and Autistic Spectrum Disorders, mental retardation, speech and language impairments, hard of hearing, cerebral palsy, challenging behaviors and those with multiple disabilities. The academic program taught at CESK is based on the American curriculum known as Functional Academic Curriculum for Exceptional Students, or F.A.C.E.S. We are also using the Behavioral Characteristics Progression or BCP. In addition to our curriculum, we have a wide variety of activities to help your student grow and learn in all areas of life. Many things set us apart from the other schools in Kuwait. We have a diverse staff that includes special needs teachers with assistants in each classroom we also are proud to have as part of our staff: head special needs teacher, lead conductor, speech therapists, physiotherapists, occupational therapists, conductors trained in Hungry, Arabic, and Islamic teachers, music teacher, art teacher, PE teachers, psychologist, social worker, nurse and nursing assistants in most classrooms. In the real world, it is crucially important that children with special needs have the right to the best possible education which will enable them to find their rightful places in society. It makes a real difference to the lives of children. The school prides itself in providing high-quality combined educational and rehabilitation services for students with Special Educational Needs in a supportive, lively, and stimulating environment where students can develop into successful learners today as well as in the future. To set up a special needs school of excellence which is to provide complete educational/rehabilitation packages for children and adults with neurological and other disabilities through the use of Conductive System of Education and depending on the use of English National Curriculum for educational purposes. Develop and establish innovative strategies to identify and meet the needs of individuals with different disabilities. Provide individualized, flexible, consistent services to cater to those who are not yet accessing any kind of interventions/services. To provide the highest quality services for individuals with special needs through the use of Conductive Education and the English National Curriculum to support the individual’s multi-dimensional needs in a rounded, dignified, and humane manner, utilizing and nurturing each individual’s potential, gifts and qualities. View full school