Special Educational Needs

Reflecting on the mission and vision of Morogoro International School it is our determination to provide an environment and an experience in which learning and the growth of expertise can take place, within a supportive, stimulating, happy and co-operative community.

Respecting each student’s unique personality, experiences, interests, strengths and areas of development, we aim to maximise the development of our students and to work towards realising their individual potential. To this end teachers will monitor students’s progress and provide appropriate experiences and tasks to stimulate, challenge and reinforces learning. In doing so, teachers will identify both, students of gifted ability and students who display significantly greater difficulties in learning than their peers.

Definition of Special Educational Needs

Students with special educational needs may include those with learning disabilities, emotional and behavioural difficulties, medical conditions, speech and language difficulties, visual and aural impairments and physical disabilities.
In this context a learning difficulty is apparent when a student has significantly greater difficulty learning than the majority of students of the same age, or when a student’s disability limits or denies the student’s use of educational facilities.

On occasion students will be enrolled with information in existence about their needs. More often these needs will become apparent as a student progresses through the school. Whenever possible, provision for these students will be made by class teachers to ensure that those with special educational needs have access to the whole curriculum. Where learning difficulties are most serious additional teaching support will be provided at the cost of the parent. Generally, priority support will be provided in Mathematics and English.

Read the school’s full SEN Policy

Databased Individualisation Process (DBI)

In the Code of Practice relating to special educational needs, the procedure for assessment, planning and provision is set out in five steps. While individual students’ development requirements vary greatly and the provision may range from temporary and minor to permanent and major, it is hoped that many students will have their needs addressed in short term.

View the school’s SEN Databased Individualisation Process