As an inclusive school, the Lycée Français International is committed to better meeting students’ specific needs, including those of gifted students (Haut Potentiel Intellectuel): “All children, without distinction, are capable of learning and making progress: this principle of an inclusive school, which does not stigmatise difficulties but supports every student throughout their schooling, lies at the heart of Decree No. 2014-1377 of 18 November 2014 on the monitoring and educational support of students, and must apply to all teaching practices.”
Admission of students with Special Educational Needs
As part of the partnership between family and school, parents are required to inform the school of any Special Educational Needs their child may have at the time of enrolment. The findings of the student’s therapists must therefore be shared with the school (e.g. psychiatric, psychological, speech therapy or psychomotor reports, etc.). Any failure to share this information may invalidate the student’s enrolment.
In line with KHDA expectations, the presence of Special Educational Needs has no bearing whatsoever on the decision to admit a student to the LFI. However, if these Special Educational Needs could endanger the student and/or other students, a decision-making panel is convened. Where appropriate, the school may, prior to admission, set additional conditions for the student’s enrolment: an adapted timetable, external follow-up, or the presence of a Support Learning Assistant.
Supporting students with Special Educational Needs
Differentiated approaches should enable every student to master the skills expected in the common core of knowledge, skills and culture (socle commun). This gradual acquisition does not happen in the same way for every student, and the school has a duty to provide educational support both to students who experience difficulties and to gifted students.
Find out more about our inclusion policy.