Latest news with #FederalLawNo.29of2006
Gulf Today
10-08-2025
- General
- Gulf Today
Private schools cannot refuse to enroll students with special learning needs in Abu Dhabi
The Abu Dhabi Department of Education and Knowledge (ADEK) has confirmed that private schools in Abu Dhabi do not have the option to refuse to enrol students with additional learning needs under any circumstances, provided the school has the capacity to accommodate them in the appropriate year group. This aligns with the principles of Federal Law No. 29 of 2006 on the Rights of Persons with Disabilities and its subsequent amendments. The Schools Policy on Inclusion, with which all schools must comply by the start of the 2025–26 academic year, states that school admission procedures must give priority to students with additional learning needs and their siblings attending the same school. Parents are also required to provide original copies of any clinical assessment reports conducted by relevant specialists, such as psychiatrists, psychologists or paediatricians, and provide any accommodations required by students to complete the assessment process. These assessments may not be used as a reason for refusing enrolment; using all available information to ensure safe and equitable access to learning and physical environments for students with additional learning needs; and defining 'the school's incapacity'. ADEK further stressed the importance of supporting the transfer process for students with additional educational needs, with particular focus on the following groups: students enrolling in school for the first time or transferring from alternative early education institutions, students transferring from specialised educational centres, home-schooling or other types of education, and students participating in student exchange programmes. All schools teaching the Ministry of Education's curriculum must comply with the requirements of Ministerial Resolution No. 647 of 2020 regarding inclusive education policy and any subsequent amendments, ADEK added. In case of school is unable to meet the needs of any student with additional learning needs, it must submit a 'notice of inability to accommodate students with additional learning needs' to ADEK, as well as to the student's parents, within seven days of making the decision on the student's enrollment. ADEK reserves the right to accept or revoke this notice based on evidence provided by the school and other sources. Schools must make reasonable adjustments and accommodations to enable all students with additional educational needs to be admitted to school. All students with special learning needs must be re-enrolled by their schools for the new academic year. Parents who wish to repeat a year with their child must obtain ADEK's approval, and the school must submit a request to retain the child, along with their medical report and documented learning plan. ADEK confirmed that the majority of students with additional learning needs are enrolled in mainstream schools alongside their peers. However, students who meet the admission criteria may be considered for alternative programmes. When a school determines that a student requires more specialised care, it must first contact the ADEK, and then the parents. The purpose of this is to establish whether the student meets the admission criteria for specialised education and to identify the most suitable placement, if applicable. ADEK noted that, if a clinical assessment diagnoses a severe case of autism in an Emirati student (and this is his/her only special need), the school may only recommend specialised learning in certain cases. Schools must adhere to the principle of inclusion, which states that all students have the right to equitable access to education. The necessary measures must be taken to meet the needs of any students with additional learning needs within the school's fee schedule. Schools may request additional fees if a student's need for specialised intervention and support exceeds what the school can provide through its inclusion programmes, as detailed in the student's clinical report. If additional fees are required, the school must provide evidence of this through their inclusion programmes, obtain parental consent (which must be renewed at least annually or when fees change) and detail all fees charged individually, updating student records on the Student Information System. Schools must provide parents with a quarterly statement detailing how additional fees are distributed and set a limit on fees that can be paid by parents, which must not exceed 50% of tuition fees. Any administrative fees charged to the school's therapist must not exceed 10% of the costs in accordance with the Department for Education's policy on specialist therapeutic services in schools. If the payment ceiling is insufficient to cover costs in schools with low to very low fees, these schools may charge fees exceeding 50% of the tuition fee, provided parental consent is obtained for such payments. Alternatively, the school may request approval from the ADEK for any additional fees. The Department emphasised that failure to comply with this policy will result in legal accountability and penalties as set out in the Department's regulations, policies and requirements.
Sharjah 24
29-07-2025
- Health
- Sharjah 24
Sharjah: Model of social integration and sustainable development
An inclusive educational environment Sharjah's commitment to comprehensive inclusion is seen across several key sectors essential to the health and well-being of individuals in the community. In the field of education, the emirate has played a significant role in inclusive education and pedagogical rehabilitation. Since its establishment, the Sharjah City for Humanitarian Services (SCHS) has actively worked to integrate individuals with disabilities into schools and the broader community, while advocating for an accessible built environment that allows for easy and safe mobility. These significant efforts have enabled the integration of many students with disabilities into schools within an educational environment rooted in equality and specialised educational support. Sharjah has also provided early intervention services, family care, and individualised rehabilitation for children. In parallel, economic initiatives like Takween were launched with the goal of producing goods handcrafted by persons with disabilities, serving as a model for the shift from care to empowerment, and showcasing their ability to create independent artistic and craftwork that supports economic inclusion. Furthermore, the University of Sharjah established the Disability Resource Center to provide academic and technical support to students with disabilities, ensuring their full participation on campus from admission through graduation and achieving an inclusive and comprehensive educational experience. On the social and psychological front, several institutions in Sharjah organise seasonal programs that include a range of activities for persons with disabilities, such as art workshops, sports events, and psychological support. These initiatives are part of a broader community strategy aimed at improving quality of life and fostering a sense of inclusion and acceptance. Alignment with national policies At the legislative and legal level, Sharjah's efforts are fully aligned with federal laws and policies notably Federal Law No. 29 of 2006 concerning the rights of persons with disabilities. The emirate has continuously worked to connect health, education, economic, and social sectors to ensure a sustainable and integrated approach to inclusion. The significance of these efforts is underlined by data from the International Labour Organisation (ILO), which reveals that excluding persons with disabilities from the labor market can result in losses ranging from 1% to 7% in the GDP of some countries. This highlights the profound economic and innovative impact of inclusive and integrative policies. Inclusion International's World Congress 2025, 'We are Inclusion', taking place in Sharjah this year, reinforces the significance of inclusive policies in achieving sustainable development. Aligning with the UN 2030 Goal Agenda, particularly Goal 10, which aims to 'reduce inequality' and emphasises that 'social and economic inclusion of all, regardless of age, gender, or disability,' is essential to building sustainable societies. Sharjah: A Global Call for Inclusion and Diversity Through this World Congress, Sharjah is calling out to the global community that building communities cannot be complete without everyone's contribution. Inclusion is not only a humanitarian principle but also a developmental, economic, and cultural policy, and a fundamental human right that must not be compromised.
