A well-rounded educational program that is suitable for the diverse learners!

Our aim is to provide a well- rounded educational program that is suitable for the diverse intellectual, social, emotional and physical needs of all our students. The school does not employ a filtering process based on the presence of a student’s disability. Priority admission is provided for a Student of determination with a sibling already on roll in the school.

Cambridge International School is highly committed to be an inclusive school ensures Students of determination are “Welcome” with flexible agreements and where necessary modification, adaptation and differentiation takes place to ensure ‘A School for All’. CIS welcomes students with a variety of needs including those who are gifted and talented, special educational needs, or have physical, emotional, cultural social and language challenges.

Please share full details of any special educational needs, individual education plans (IEPs) and any Educational Psychologist, Paediatric, or other specialist reports (e.g., Speech and Language or Occupational Therapy) if completed. Sharing educational history with us, prior to a place being offered is essential so that staff can ensure an appropriate assessment of educational need, educational plan and resourcing is in place. Admission is not conditional on the submission of a medical diagnosis and we have effective transition processes in place for all children without a formal diagnosis.

At CIS all students have an entitlement to a broad and balanced curriculum, which is differentiated to enable them to understand the relevance and purpose of learning activities. Teachers use a range of strategies to meet student’s needs. Teachers differentiate or modify teaching and learning keeping in mind student baseline and to reduce learning barriers.

Individual Education Plans (IEP), which employ a small-steps approach, feature significantly in the provision that we make in the school. We ensure that children experience success and to reduce barriers in learning. There are times when to maximise learning, we ask the student to work in small groups, or in a one-to-one situation outside the classroom along with an LSA to reduce learning barriers. To maximize learning, students are able to avail alternative curriculum pathways by the BTEC qualification and ASDAN which is vocationally inclined.

CIS works closely with parents to encourage an active partnership through an ongoing communication. The involvement of parents is a key factor to the success of the provision for student of determination and/or additional educational needs. Ongoing parental engagement is encouraged and the Inclusion team offers regular workshops, review meetings and operate an open door policy.

Advocating for Inclusive Education – A guide for parents

This guide is the first of its kind designed to enable parents to become better informed and more confident as they navigate the best way forward for their children of determination. 

Click Here to Read it through 

From the Head of Inclusion

Geetanjali Arora
“Inclusion is an all-embracing societal ideology” emphasizing on the essence of Inclusion and Diversity, I feel delighted to articulate the means by ensuring a safe and comfortable setup for students. Following the path of Inclusion, I am working with CIS community since 2019, where I am leading the Inclusion Department (Achievement Centre), which consists of intense team of Deputy SENCOs, ACe Mentors & LSAs. The vision of ACe Department is to ensure CIS is a “School for All”. An educational setting where students from different backgrounds and with different abilities learn together in an Inclusive environment...



  • Advocating for Inclusive Education_A guide for parents

  • Directives and guidelines for Inclusive Education

  • Dubai Inclusive Education Policy Framework

  • Executive Council Resolution No2

  • Implementing Inclusive Education_A Guide For Schools

  • Inclusion_SoD Policy_Arabic

  • Inclusion_SoD Policy_English

  • Law No2 of 2014

  • SEND_Code_of_Practice_January_2015

  • UN Convention of Rights for Persons with Disabilities

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