Kids with special needs: What Dubai parents must know about ‘external assessments’

[Editor’s Note: This article is part of Khaleej Times’ Schools and Parents, a dedicated section designed to support families in the UAE as they explore educational choices. The section offers explainers, guidance from education leaders, expert advice and insights from parents to help readers make informed decisions about schools, curricula and communities.]

Equity in education is no longer just a principle on paper in Dubai’s private schools — it is increasingly shaping how children are taught, supported and understood.

For schools, this means a growing emphasis on meeting each child where they are, rather than expecting every learner to fit the same mould.

That shift is now reflected in the Knowledge and Human Development Authority’s (KHDA) updated Guidelines and Standards governing how external assessment reports for Students of Determination are used, aiming to ensure that support is fair, appropriate and based on individual need — not labels or limitations.

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At the heart of the guidance is a clear message to schools and parents of SEND (Special Educational Needs and Disabilities) alike: inclusion is about equity, not equality. It is about giving every child access to the support they need to learn, participate and thrive — and doing so transparently, collaboratively and with parents as partners.

Here’s a guide to help families understand what external assessments are, when they are recommended, and what your rights are at every stage.

1. What exactly is an external assessment?

An external assessment is a detailed evaluation carried out by a qualified specialist who does not work within the school. It is designed to better understand how a child learns, communicates, behaves or manages emotions — especially when school-based support alone isn’t enough.

In Dubai, these professionals must be licensed by the Dubai Health Authority (DHA) or the Community Development Authority (CDA). Depending on the child’s needs, this could involve:

• Psychologists, who assess learning, thinking and emotional wellbeing

• Speech and language therapists, who focus on communication and language development

• Occupational therapists, who support motor skills, coordination and daily functioning

• Psychiatrists, who are medical doctors able to assess mental health and prescribe medication if required

The goal is not to “label” a child, but to gain clarity — so that the right support can be put in place, both at school and at home.

2. When might a child need an external assessment?

Schools do not recommend external assessments lightly. They are usually considered when:

• A child continues to struggle despite additional classroom support

• Difficulties appear across more than one area — such as learning, attention, communication or behaviour

• There is a need to explore a possible diagnosis like ADHD, dyslexia, autism or anxiety

• Parents and teachers want a clearer, long-term plan to support the child effectively

For many families, an assessment can be a turning point — helping them understand their child’s learning style, strengths and challenges, and offering practical recommendations that make everyday school life easier.

3. What is the step-by-step process schools must follow?

KHDA’s guidance makes it clear that assessments should only happen after careful observation and in-school support.

Here’s how the process typically unfolds:

Step 1: A concern is noticed
A teacher may observe that a child is finding learning, behaviour or social interaction more difficult than expected.
What happens: The concern is shared with the school’s Head of Inclusion to gather more information.

Step 2: In-school evaluation
The inclusion team observes the child, and may use simple school-based assessments.
What happens: Parents are invited to a meeting to share their perspective and hear the school’s observations.

Step 3: Extra support at school
Before any external referral, schools try additional strategies — such as extra time, modified instructions, emotional check-ins or small-group support.
What happens: These interventions are monitored over several weeks.

Step 4: Formal review
The school team reviews progress. If challenges persist, an external assessment may be recommended.
What happens: Parents are fully involved and informed about why this step is being suggested.

Step 5: Parental consent and planning
The school explains the purpose, process and likely costs.
What happens: Written parental consent is mandatory. Parents always have the final say.

Step 6: Referral to a licensed specialist
The school may help identify an appropriate, licensed professional.
What happens: Relevant school records may be shared to avoid unnecessary testing.

Step 7: Assessment and report
Once completed, the report is shared with both parents and the school.
What happens: A joint meeting is held to discuss findings and update the child’s Individual Education Plan (IEP) or support plan. Teachers must be guided on applying the recommendations.

Step 8: Ongoing support and review
Support strategies are regularly reviewed and adjusted.
What happens: Parents receive updates and remain part of the decision-making process.

4. What should parents expect during this journey?

Parents are not a bystander in this process — they are a partner, and can expect to:

• Be involved from the earliest stage

• Receive clear, timely communication

• Give informed, written consent before any assessment

• Have input in choosing the specialist

• Understand costs upfront

• Be part of discussions about results and next steps

• Help shape a support plan that reflects their child’s strengths

• Receive regular progress updates

5. What if parents don’t agree to an assessment?

Parents have the right to withhold consent. However, if a school believes a child has significant unmet needs and cannot provide appropriate support without an assessment, it must escalate the matter to KHDA, sharing all documented evidence for further guidance.

This step is designed to protect the child’s right to support — not to override parental authority.

6. What if the school doesn’t follow the correct process?

While schools may vary in approach, certain rights are non-negotiable:

• Parents must be included in all decisions about their child

• Support should be based on needs, not just a diagnosis

• No external assessment can take place without written consent

• Parents can request a review if agreed support is not implemented

If concerns persist, start by speaking to the Head of Inclusion or the school principal. If the issue remains unresolved, parents can contact info@khda.gov.ae. KHDA’s Parent Empowerment and Inclusion teams will review the case to ensure fair and respectful treatment.

7. Who can access the child’s assessment report?

Confidentiality is a key part of KHDA’s guidance. Schools must:

• Store reports securely, with restricted access

• Seek parental permission before sharing reports outside the school, except with relevant authorities such as KHDA, DHA or CDA

• Share reports only with staff directly supporting the child

• Use password-protected digital storage

• Dispose of records responsibly when no longer required

8. Why this matters?

The new guidance reflects a broader shift in the UAE’s inclusive education framework. Federal and Dubai laws clearly state that learning differences should never be a barrier to education. The emphasis now is on understanding each child — not defining them by a label.