Chantal Tannous

Here is your refined, brief LinkedIn post including your role in admissions: --- **My Journey at Dubai Schools Al Barsha** Since joining Dubai Schools Al Barsha, my role has evolved from direct student support to leading Inclusion across Grades 4 and 5. Today, I oversee IEP implementation, data-driven progress tracking (MAP, CAT4, NGRT), TAC meetings, and teacher coaching aligned with KHDA and DSIB standards. I am also a member of the Inclusion Admissions Team, supporting placement decisions and ensuring the right provisions are in place from the very beginning of a student’s journey. Together, we’ve worked to shift Inclusion from a department to a shared culture: • Push-in over pull-out • Independence over dependence • Regulation before behaviour • Data-informed decisions I am proud of the systems we’ve built — and even prouder of the students who continue to thrive because of them.

- Building IEP for Students of Determination - Working alongside the Head of the departments for the benefit of the SOD - Guiding and conducting workshops for class teachers - Mentoring LSA and providing them with efficient teaching techniques - Participating in the KHDA yearly inspections for the SOD department

Al Mawakeb Barsha School – Dubai Counsellor for the Middle and High school (50 students) • Collaborating with Head of Department  Identifying the alerting students through observations or teacher’s referral  Holding parents- department meetings to discuss their child’s situation  Referring the parents to specified centres to do education and psychological screening  Working in parallel on the internal academic work of the Students of Determination  Holding department meetings together (talking about mainstream and SoD) • Building IEP (Individualized Educational Plan)  Putting Personalized goals (educational / or social behavioural) based on the screening report.  Meeting with parents to help with the student’s background ( if there is any medical complications or even to discuss their personality)  Meeting with the students to explain the plan for them , know what are they expectations, and sometimes they help with the behaviour plan objectives as they should be willing to achieve  Evaluating term’s goals  Writing Progress reports • Collaborating with LSA ( Learning Support Assistant )  Discussing the student’s academic level ( their weaknesses and strength)  Explaining the IEP’s goals  Creating suitable materials for each student  Developing teaching techniques  Creating weekly Tracking sheet for each student • Collaborating with class teachers  Modifying and Accommodating class work  Developing teaching techniques  Giving workshop related to the inclusion department subjects. (Introducing cases and how to work with them)  Observing their teaching technique to help enhancing it to be effective for the SoD • Giving counselling sessions for Students (Students of Determination and Mainstream)  Highlighting their wellbeing ( physical and mental)  Helping them express their feelings and needs  Listing to their problems  Giving guidance  Helping them identify their needs, problems and coming up with solution

• Applying IEP for the Arabic and Math subjects on three consecutive years for a Student of Determination in a mainstream school (Gr 7 till Gr9 )  Creating the long and short terms goals  Writing Daily Lesson Plans  Preparing modified Exams  Preparing level adaptive sheets  Conducting monthly progress report • Preparing and giving Social - behavioural skills’ sessions for Autistic children (2 students)  Creating the long and short terms goals  Writing Daily Lesson Plans  Setting routines  Implementing role plays to boost the imagination  Applying learned concept in a real life setting  Using manner stories to teach communication skills  Playing with the children to develop their social interaction • Preparing and giving corrective Language sessions (Arabic – French- English )  Creating Daily Lesson Plans  Using the blending technique  Applying letter visualisation technique to help in the spelling  Working on the child’s reading comprehension and language procession by drilling on the visualisation and verbalisation techniques  Conducting monthly progress report • Preparing and giving corrective Mathematical sessions  Developing mental imagery  Training on the use of manipulatives  Empowering problem solving reasoning • Managing the branch for a period of 2 months(replacing the branch manager on leave)  Reporting on a daily basis to the high management  Managing student’s weekly/monthly payments  Putting teachers’ schedule  Making all the Lesson Plans ( for all the students)  Conducting Parents meetings  Internal coordination with the school’s HOD

• Putting IEP for Students of Determination in a mainstream settings  Meeting with the psychomotor therapist to discuss the case of each student  Creating psychomotor section in the IEP, that include academic activities to be done by the LSA to help the psychomotor development of the child ( hands on activity/ crafts/ kinetic exercise …)  Meeting with a speech therapist to discuss the case of each student  Implementing Language correction techniques in the language subjects

Preparing and giving Social - behavioural skills’ sessions for Autistic child (3 years old)  Creating the long and short terms goals  Writing Daily Lesson Plans  Setting routines (using time table chart to smooth the transition between activities )  Implementing role plays to boost the imagination  Using manner stories to teach communication skills  Playing with the child to develop his social interaction  Bringing his brother in some of the sessions to put the concepts into real life setting  Using yes/no questions as beginning step  Using open end questions and prompting with the answers  Using visualization and verbalization technique ( we could look out of the window and describe what we’re seeing and what’s happening

• English teacher for the whole school ( Gr3 to Gr12)  Teaching basic English for all the grades  Applying different activities to tackle all the learning intelligences  Putting on tests  Meeting with parents • Arabic teacher for Gr2 , Gr3 and 4  Teaching modified curriculum  Working in group levels ( up to 4 groups)  Creating fun kinetic learning activities  Using visual aids during the lesson for better engagement  Meeting the parents