Inclusive Education at ASAD

ASAD: A Place for All Learners

At the Australian School of Abu Dhabi (ASAD), we are committed to fostering an inclusive, safe, and respectful environment where every student feels valued and supported. Our inclusion policy reflects international best practices and aligns with the UAE’s national vision for inclusive education.

Inclusion is not a separate program, but a fundamental principle that guides every aspect of school life—from curriculum design to classroom interaction, from extracurricular activities to teacher development. We believe all students, regardless of ability, background, or need, can thrive when learning is flexible, equitable, and personalized.

Key Definitions

Our Inclusive Learning Community

Inclusive Strategies at ASAD

At ASAD, Universal Design for Learning (UDL) forms the foundation of our inclusive instructional approach. UDL is a research-based framework that emphasizes flexible curriculum design, empowering teachers to meet the needs of all learners through multiple means of representation, engagement, and expression. Rather than adapting lessons retroactively for individual needs, we design them proactively with learner variability in mind from the start.

This means our students benefit from lessons that use a variety of media, interactive tasks, and differentiated supports. For instance, students may access content through videos, visual aids, or hands-on manipulatives depending on their preferences and needs. They are encouraged to demonstrate their learning in diverse ways, such as through oral presentations, visual projects, or digital media. This flexible approach helps eliminate learning barriers and promotes academic success for all.

ASAD integrates assistive technology tools to help bridge gaps and foster independence for students with additional learning needs. These tools include speech-to-text software, audiobooks, text-to-speech readers, communication devices, and educational apps designed to support executive functioning, literacy, numeracy, and more. By leveraging these tools, we enable students to access learning materials in formats that best suit their needs.

Importantly, assistive technology at ASAD is not treated as a remedial add-on but as a natural and essential component of everyday classroom learning. Teachers receive training to incorporate these tools meaningfully into lessons, ensuring they are used consistently and effectively. Whether it’s helping a student overcome a reading barrier or giving another the means to express ideas more fluently, technology plays a vital role in making learning more accessible and empowering.

Our collaborative teaching model reflects our belief that inclusive education is a shared responsibility. At ASAD, general education teachers work in partnership with inclusion support specialists, co-planning lessons that are accessible, differentiated, and responsive to the needs of every student. This co-teaching model allows for targeted instructional support within the classroom without isolating or segregating learners.

Co-teaching fosters a richer learning environment by allowing students to benefit from two educators bringing diverse expertise to instruction—content knowledge and specialized support strategies. This model also provides opportunities for in-the-moment scaffolding, small-group support, and peer modeling, making the classroom a more inclusive and dynamic space. Regular reflection and planning ensure this approach remains flexible and responsive to student needs.

ASAD employs flexible grouping as a key instructional strategy that promotes equity and peer collaboration. Rather than relying on fixed ability groups, we use ongoing formative assessments to determine the best groupings for specific tasks and learning goals. Students may work in mixed-ability pairs for peer teaching, in small homogeneous groups for targeted instruction, or independently based on their learning profiles.

This dynamic approach helps reduce stigma and encourages a growth mindset. Students get to experience leadership roles, collaborate across differences, and receive tailored instruction. Flexible grouping also enables teachers to respond to real-time data and adapt instruction to ensure all learners are appropriately challenged and supported.

ASAD is committed to cultivating a faculty that is knowledgeable, reflective, and skilled in inclusive education. Our teachers participate in regular professional development sessions focused on differentiated instruction, Universal Design for Learning, social-emotional learning, behavior management, and inclusive classroom practices. Training is aligned with both national directives and international best practices to ensure that our staff remains up to date.

Professional development is embedded in our school culture—not treated as a one-off event. We provide mentorship, peer observation opportunities, and professional learning communities that allow teachers to collaborate, problem-solve, and innovate. Inclusion specialists and coordinators support this process by facilitating targeted workshops and ongoing coaching, ensuring that inclusive practice is not only understood but applied with confidence and consistency across classrooms.

We view parents and guardians as essential partners in our inclusion journey. At ASAD, family engagement goes beyond formal meetings—it includes collaborative decision-making, transparent communication, and ongoing involvement in their children’s education. Parents are invited to participate in Individualized Education Plan (IEP) meetings, receive regular updates on progress, and attend workshops that help them support learning at home.

We also recognize and respect the diverse cultural and linguistic backgrounds of our families. Communication is offered in accessible formats and languages where possible, and our inclusion team works proactively to build trust and maintain open dialogue. By valuing parent insights and promoting shared responsibility, we strengthen student outcomes and create a school culture rooted in mutual respect and collaboration.

Empowering students to be active participants in their education is a key principle of inclusive practice at ASAD. We foster student voice by encouraging learners to take part in goal-setting, provide feedback on their learning experiences, and develop self-advocacy skills. Through this process, students gain greater ownership over their learning and develop confidence in expressing their needs and aspirations.

Our classrooms include regular opportunities for students to reflect on their progress, identify areas of challenge, and suggest strategies that work for them. Teachers facilitate structured student-teacher conferences and reflection exercises to ensure these voices are not only heard but acted upon. This democratic approach not only personalizes education but also nurtures the social-emotional growth that is critical for long-term success.

What We Do at ASAD