Special Educational Needs (SEN)Policy

Our school aims to create the best educational environment and beneficial learning experience for every single student. Providing the possibility for all students to reach their potential by addressing their individual needs is one of our primary concerns. To guarantee this as well as efficient socializing for students with special educational needs, the Special Educational Needs Policy (SENP) has been developed.


According to the results of the entrance tests, teacher observations, family and doctor reports those students who have any special educational needs are provided with a personalized programme which is tailored to their individual characteristics. In case some educational problems arise while studying at Doğa the students are provided with an appropriate guidance which can result in an individual tuition if necessary.


Özel Acarkent Doğa Anadolu Lisesi does not have a special educational team, however the school counselor is responsible for helping identify special educational needs. Professional assessment is outsourced through private and public psychological clinics. Also, the Ministry’s official special educational needs office, RAM, supports all schools by giving training to the teachers on specific learning difficulties, offering therapy to the student and the like.


RAM, together with the school counselor, supervises the development of an individual programme for the student and coordinates the activities of parents, teachers, tutors and other specialists to pursue its accomplishment. Meanwhile all special educational needs students can participate in any school extracurricular activity. Every student’s personal and educational data are treated as confidential.


School teachers should be aware of SEN principles and practice in the school, factors that affect a student’s learning, how to differentiate and match teaching approaches to the student’s needs and abilities, methods and technologies that facilitate learning. Therefore, teachers are provided training by RAM and other special educational needs experts and the issue is on the agenda of collaborative meetings. In the academic year 2013 – 2014, all teachers were provided with a coaching training for students with various learning needs.


Procedures for students with difficulties or delays in development and for students with minor disabilities


This category includes students who, due to the certain defects in their intellectual, social, physical, and/or psychological development, require special educational approaches, means and/or programmes to provide a special environment for their versatile development and unlocking their potential. These students are unable to learn at the rate and level of those students of a similar age which calls for special educational guidance. A student is considered to have a learning difficulty if he/she has:

  • some learning disabilities;
  • specific difficulties and language disabilities
  • emotional and behavior difficulties
  • physical or medical problems
  • mental development problems.


In case there is any concern about any aspect of the student’s development, a teacher or parent should inform the administration, the counselor and/or the homeroom teacher of the class. According to the results of observation of the student in class/playground, psychological tests, student’s achievements as well as parents’ opinion, the student is referred to expert help and an individual educational programme is to be devised.


The school allows for “shadow teachers” for students who need extra support in the classroom and during the school day.



Procedures for highly talented students


On the other end of the SEN are the needs of highly talented students who in many cases demand a special educational approach and environment to efficiently fulfill their potential.


From the curriculum viewpoint, these students may expect a customized tuition that includes a range of extended programmes and additional classes for subjects on offer, teaching of extra subjects, dedicated preparation for subject contests and Olympiads.


As for extracurricular activities, these students can opt for a wide spectrum of school clubs related to various sports, arts and engineering.


Once a highly talented student faces psychological, emotional, social and/or speech problems, he/she is guaranteed an individual guidance programme developed by experts the school is working with.


Assessment Practices


Assessment policy and procedures should be adapted to the individual needs of the student and be rather flexible when applied to SEN students. It has to be diverse and appropriate to the learner. Students should be aware of the assessment criteria well in advance. The assessment criteria and results should be communicated explicitly to the parents and other teachers working with the student.


Some assessment practices for SEN students include: flexible examination times, enlarged fonts for weak sight and dyslexia, flexible examination questions.


Meeting Needs with IB Assessments


Doğa Anadolu Lisesi recognises and supports the IB philosophy of making the IB program accessible to the broadest possible range of students. While acknowledging the academic rigor of the IB program and the importance of encouraging students to pursue the full diploma, we commit to minimizing barriers to student participation.

“The IB believes that all candidates must be allowed to take their examinations under conditions that are as fair as possible. Where normal examination conditions and assessment procedures would put candidates at a disadvantage and prevent them from being able to demonstrate their skills and knowledge adequately, reasonable forms of accommodation may be authorized” (Handbook of Procedures for the Diploma Programme 2014, section A11.9)


We understand that applications for special arrangements have specific requirements and require appropriate supporting documentation. We also recognize that it is our responsibility to inform the IB and to provide the necessary supporting documentation to our request for accommodation. Once the IB Coordinator learns of the decision of the IB, the student, parents, and teachers involved will be informed and accommodations implemented.