Parents of children in Dubai’s private schools have recently found a new kind of circular landing in their inboxes — one that reflects a deeper shift in how learning differences are understood and supported across the emirate.
The Knowledge and Human Development Authority (KHDA) has introduced new guidelines and standards for the use of external assessment reports for students of determination, prompting schools to clarify when such assessments are needed, how they are conducted, and how recommendations are implemented in classrooms.
At the heart of the guidance is a move away from labels and limitations. In one of its user guidelines, KHDA underscores that schools are rethinking long-held assumptions around disability.
“In Dubai, schools are moving away from viewing disability through a purely medical lens, and instead adopting a more inclusive, rights-based approach. This means that differences in learning, development, or behaviour are seen as part of natural human diversity, not as problems to be ‘fixed’.”
Typically, the journey toward an external assessment begins inside the classroom — when a teacher notices a learning concern that cannot be fully understood through observation alone. Schools first try in-house evaluations and additional support strategies before formally reviewing the need for an external assessment, with parents involved in the discussion.
If an assessment is recommended, schools are required to explain its purpose, what it involves, and any associated costs. Following the referral and specialist assessment, the resulting report feeds directly into a student’s Individual Education Plan (IEP) or support plan. Teachers must be trained to apply the recommendations, while parents receive regular updates and meetings to review progress.
This month, KHDA is also hosting dedicated online parent briefing sessions, where its teams are walking families through the guidelines and answering questions — a move welcomed by both schools and parents seeking clarity.
To understand how these assessments are being used on the ground, Khaleej Times spoke to principals and educators across Dubai, many of whom stressed that external assessments are not about categorising children, but about understanding them better.
At Ambassador School, Principal Sheela Menon said external assessments often provide insights that classroom observations alone cannot capture.
“Some students benefit from external assessments when their learning needs are not fully understood through classroom observations alone.
These assessments provide an objective, in-depth view of a child’s cognitive abilities, learning strengths, and areas of difficulty,
helping identify specific learning needs, challenges, or exceptional abilities
thereby supporting a more effective, inclusive teaching-learning approach.”
Such clarity, educators say, allows schools to move from broad differentiation to more precise, student-centred support.
At Regent International School, Fortes Education, Principal David Williams explained that assessment reports are only valuable when their recommendations are actively embedded into teaching practice.
“Recommendations inform targeted classroom strategies, reasonable adjustments, and focused interventions that are aligned with the student’s individual profile. This enables teachers and support staff to move beyond general differentiation and provide support that is both responsive and effective.”
He added that the process does not end with the report.
“Following an external assessment, recommendations are embedded into the student’s Individual Education Plan or learning profile and shared with relevant staff. At our Achievement Centre works closely with teachers, families, and external professionals to ensure strategies are implemented consistently. Progress is reviewed regularly, with adjustments made based on impact to ensure the support remains appropriate and effective.”
At Global Indian International School (GIIS) Dubai, Headmistress Anjum Ali emphasised that external assessments often help raise, rather than limit, expectations for students.
“External assessment findings may prove highly beneficial to the student’s learning needs as they would allow the educators to tailor instruction, adjustments, and support strategies to the student’s specific needs.
This may include targeted interventions, differentiated teaching approaches, accommodations, or enrichment,
ensuring learning is both accessible and appropriately challenging
and improves the overall performance of the student.”
For teachers working directly with students, the impact is often visible in everyday classroom interactions.
Aditi Tiwari, Secondary English Teacher at Dubai Gem Private School, said assessment recommendations help bridge learning gaps without isolating students.
“The recommendations provided in assessment reports are shared with teachers, who use the suggested strategies to support each student’s independent learning.
In some cases, intervention sessions are personalised
so that when students sit in the classroom,
they are working at a more similar level and progressing together.”
At Springdales School, Dubai, Principal David Jones noted that external assessments help schools respond early and appropriately to individual learning needs.
“These assessments help teachers understand how students compare with age related expectations and respond promptly to individual learning needs. They help teachers decide who needs extra support, who needs different strategies, and who needs greater challenge. This may mean targeted reading support, small group intervention, or enriched opportunities for gifted learners, ensuring progress for every child.”
© Khaleej Times
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