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Assessment & Admission

MyMaximus welcomes students with developmental and intellectual disabilities, regardless of the severity of their disability, nationality and socio-economic background.


Students aged 18 & over will be considered for vocational and training placement.
The admission of students requires certain criteria to be met. A comprehensive medical evaluation will be considered by our recommended MyMaximus physicians.

Assessments and Reports

1. The following documents are required for the applicant to be placed on the waiting list:

  1. A completed application form
  2. Copy of child’s passport (both information pages and residence visa stamp)
  3. Copy of child’s birth certificate
  4. Copy of child’s immunization record
  5. Copy of child’s medical records
  6. Copy of child’s previous educational records
  7. Four (4) passport size photographs of the child
  8. Copy of father’s passport (both information pages and residence visa stamp

2. Any child seeking admission to the center must be evaluated by the Director who is a child and family Psychologist and with the multi-disciplinary team (comprising of Occupational therapist, Speech & Language therapist, Physiotherapist and Senior Teacher).
Depending on the child’s performance with the Director and multi-disciplinary team, a decision for admission will be made. During his evaluation, the child must be accompanied by both parents.
The purpose of this evaluation is to:

  1. Assess the child’s cognitive skills, speech and language skills, perception skills, social skills and motor abilities.
  2. Ascertain whether or not the programs available at the Center correlate with the child’s needs.
  3. Determine appropriate placement within the Center
  4. Assess equipment needs and make appropriate recommendations.

3. A fee of DHS 2500 is due when attending the initial assessment with the Director.
Depending on the results of this assessment, an appointment will be scheduled with our Team to evaluate the child’s current level of performance.
An additional fee of DHS 2500 will be charged for this team assessment which should be paid in advance.

4. Once the decision has been made to admit the child, then the admission is further subject to compliance with equipment requirements and recommended screening x-rays, if applicable.

5. Upon the child’s admission to the Center, parents will be invoiced for tuition and transportation fees (if transportation is required).
Tuition and transportation fees can either be paid in full, by cash or cheque, in advance or on a termly basis via postdated cheques.

Fees and transport 2022-2023

  • Psychlogical and Medical Assessment Fee: Dhs.2500
  • Regisration and Admission Fee : Dhs. 2,500
  • Annual Tuition Fee: 65,000
  • Payments can be paid by up to 4 quarterly cheques
  • Payment for Corporations as a full payment in advance or 2 half yearly cheques
  • Late payment fee penalty: Dhs 250
  • Cheque bounced charges Dhs 500
  • 5% discount will be given on tuition fee only for full payment in advance.

Payment by Bank Transfer, cash, credit card or Cheque.
All cheques to be made payable to “MyMaximus People of Determination Rehabilitation Center"


To be considered for MyMaximus, all students should present a copy of the valid residence visas, passports and UAE ID cards of the student and both parents. In addition, a copy of the student’s birth certificate, vaccination card and disability card must be provided.

Classroom placement

We know that students learn best when they are provided with the right assessment and right training compatible to their skills set.
Within the classroom setting, students benefit from a tailor -made vocational program based on sound research and addresses the developmental and educational needs of young learners. Activities are well crafted in each discipline to meet the selected talent sets of those joined that particular discipline. A blend of further development of life skills and the maintenance of acquired literacy and self-care skills is part of the fundamental training program at Mymaximus .


We have a fleet of buses, all equipped with GPS and RFID card tracking systems. Transport is available to students living in Dubai, Sharjah and Ajman, subject to seat availability on specific routes. Regrettably, we cannot guarantee transport to students with uncontrolled epilepsy or seizure disorders and/ or to those with any critical medical condition, requiring attention on the bus.

Residential Services

As we totally believe in independent living and transition of people with determination to adults’ life , We have signed partnership with top residential facilities providers for special needs in UAE.
MyMaximus is happy to refer you to those service providers and you can discuss your residential needs directly with them. Mymaximus is not responsible for any residential arrangement the parents undertaken with the third party.

Financial Aid and Sponsorship

MyMaximus provides financial aid for students who have demonstrated financial need. The assistance may take the form of full scholarships, partial scholarships and/or tuition fee reductions.
Please note that all of our students are required to contribute towards the cost of their education. Therefore, a full tuition fee reduction does not exempt the student from paying the assessment fees and the Transportation.
Please note that in order to make the completion of the sponsorship application process easier, students should have the following documents at hand as they will need to be attached:
Proof of income and family wealth (tsalary certificates, salary slips and sources of the icome to support the scholarship decisions Brief budget explaining your monthly expenses and provisions At least 2 expenses vouchers (rent, health insurance , telephone bills, any other relevant monthly bill etc..)
Your bank statement showing the last 6 months

Sponsorship form:

Consent form:

Equal Opportunities for all:

MyMaximus is an equal opportunity center no discrimination to students based on their developmental and intellectual disabilities, nationality, religion, ethnicity or socio-economic background. Our doors are open to all students locally, regionally and internationally. We will do our very best to accommodate whoever we can and support as much as we can.

Admission Policy

(A copy of the policy is available on request from the reception )

1. Introduction

People identified as having Special Educational Needs (SEN) have the equal right and same common needs as other students at the same stage of development. All the students have an entitlement to an appropriate learning and curriculum designed to their abilities and skills. It naturally follows that they are also entitled to teaching and learning strategies that maximize achievement and prevent failure by eliminating obstacles hindering their progress and provide a wide range of learning supports and techniques.

2- Definition of Special Educational Needs

An individual need becomes a special educational need when the match between the child’s individual needs and the educational setting in which they are placed requires different or exceptional provision from that generally available. The student will fall under one and/or jointly of the category below:-

  1. Communication and interaction
  2. Cognition and learning
  3. Behavior, emotional and social development
  4. Sensory and/or physical
  5. Medical

3. MyMaximus vision for Special Needs Vocational Training

It is our aim that every student:

  1. Is fully included in the center life, regardless of special educational needs, disabilities, or any other factor that may affect their attainment or ability to feel fully integrated into the center
  2. Has their strengths recognized and valued and their weaknesses supported, whether these are social, behavioral, physical, medical, emotional or academic
  3. Staff, parents and students will work together to promote individual and group success and achievement

4. Our Principles of inclusion

Inclusion is about creating a sense of community and belonging by creating :-

  1. An inclusive culture.
  2. Tailored curriculum content
  3. A broad and balanced curriculum for all students
  4. Systems for early identification of impediments to learning and participation.
  5. High expectations and suitable targets for students
  6. Systems for responding to students diverse learning needs.
  7. Subject teaching that is flexible thus recognizing the needs of all students.

5. Key Principles of Admission

Students with special educational needs will be admitted to MyMaximus in accordance with our admissions policy. The school will seek appropriate support as necessary to ensure that individual needs are met. Some or all the following information will be used to assess students to discover barriers to their learning and plan suitable specific provision.

  1. Evidence from psychiatric/ psychologist assessment and observation
  2. Student observation by SEN link/Special Educator
  3. Performance against level descriptions within curriculum at the end of a key stage
  4. Standardized screening and assessment tools
  5. Comments from students and parents
  6. Student interview and self-assessment
Standard assessments are related to the discipline the students are enrolled in and curriculum area tests. The key to meeting the needs of all students lies in the teachers’ knowledge of each child’s skills and abilities and their ability to match this knowledge and finding ways to support the child needs with the appropriate access to the curriculum for every child.

6. Progress Management

At the heart of the work in each class is a continuous cycle of planning, teaching, and assessing which takes account of the wide range of abilities and interests of the determined. When assessing a student progress and the appropriateness of provision being made for them we use the followings :-

  1. Assessment and planning
  2. Grouping for teaching purposes
  3. Human resources
  4. Curriculum and teaching methods.
  5. Intervention
Most students will learn and make adequate progress within these arrangements: -
  1. Closes the skill gap between student and colleagues.
  2. Prevents the skill gap growing wider
  3. Matches or betters previous rates of progress
  4. Ensures access to the full curriculum
  5. Demonstrates an improvement in skills or behavior
Those students whose overall skills in specific subjects fall significantly outside the expected range and who are not making adequate progress will be:-
  1. Monitored and new strategies will be introduced.
  2. Reviewing the current level of support and come up with recommendations.
  3. Profiling of learning styles
  4. Thinking what else might be done.
If this intervention does not lead to adequate progress, then the teacher will review the strategies that have been used. This review may lead to the conclusion that the student requires help over and above that which is normally available within the class or subject. At this point the Head of the Special Educational Needs will be consulted and parents will be informed. If despite these interventions progress is still not adequate the student will move to Maxi Action. At each stage, evaluation of what is being done may lead to the conclusion that the student requires help over and above what he or she is currently receiving. When a student educational needs is assessed as not making adequate progress, teachers will provide interventions that are additional to or different from those provided as part of the center`s usual curriculum. This will be called Maxi Action.
The triggers for intervention through Maxi Action will be concern, reinforced by evidence, about a student who:
  1. Despite receiving differentiated learning opportunities makes little or no progress even when teaching approaches are targeted particularly in an identified area of weakness
  2. Presents persistent emotional or behavioral difficulties which are not improved by the behavior management techniques usually employed in the psychologist
  3. Has communication and/or interaction difficulties and continues to make little or no progress despite the various learning and intervention used.
MAXI Action Plan
  1. Different learning materials or special equipment
  2. Extra adult time to devise the nature of the planned intervention and to monitor its effectiveness
  3. Some group or individual support.
  4. Changes to classroom organization
  5. Use of Different Teaching styles
  6. Links with Other Centers or specialists

These will be established after consultation with parents and child and will include targets identified in the statement of educational need. These targets will be set out in an individual plan and be implemented, at least in part as far as possible. The delivery of the action plan is recorded and will continue to be the responsibility of teachers.

7. Parents Meetings

These are multidisciplinary meetings the aim of which is to share information. These meetings will take place 1 to 3 times a year. During the meetings we will:

  1. Discuss any issues related to the students and performance e.g. staff changes, system changes, areas of concern.
  2. Discuss issues arising, strategies, future action and necessary training and support.
  3. Discuss any concern, in terms of the organization of support and where further action needs to be taken

8. Roles and responsibilities

Overall responsibility for of the education outcomes lie on the Lead Discipline. Provision for equal serviced is a matter for the center a whole – thus all members of staff have important day-to-day responsibilities.

  1. Ensure that teachers are aware of or able to identify and develop various strategies to meet the students complex needs.
  2. Work in partnership with parents, external agencies and the Local authority in order to meet the needs of the students for an independent living or living with minimum support and supervision
  3. Develop the content of the vocational program to meet the needs, interests and aptitudes of all learners
  4. Develop resources to support all learners available to support the complex needs of the learners.
  5. Provide clear information and guidance to the parents of students so that they understand the nature of needs and provision and what to be done.
  6. Ensure high quality data is available to give students, parents, and teachers a clear picture of their progress
  7. Actively involve young people in decisions about their progress.
  8. Ensure that students with are not discriminated
  9. Keep proper records
  10. Ensure this policy is implemented, tracked, and supported
Head Teachers :
  1. Provide professional guidance to colleagues with the aim of securing high quality teaching for all the students without any discrimination.
  2. Develop ways of overcoming hurdles to learning and maintaining effective teaching through analysis and assessment of student’s needs, by monitoring student achievement and setting targets for improvement
  3. Liaise with and advise teachers and others related professionals
  4. Manage the supporting learning team
  5. Provide relevant training
  6. Liaise with parents of students and provide support for Students where appropriate
  7. Produce all relevant forms and assessment tools linked to the referral process
  8. Conduct annual reviews
  9. Monitor student achievement across year groups in consultation with colleagues in order to identify/track progress of the learner
  10. Ensure all teachers are aware of the students skill and develop and manage any interventions for supporting learning
Parental role
All parents of students will be treated as partners. They will therefore:
  1. Communicate openly and effectively with the Center and alert them to any concerns
  2. Support their children in their targets and fulfil their part of home agreements

10. Complaints

Any complaints or concerns about specific elements of the Center`s vocational provisioning should be discussed with the Inclusion Manager (support). If the matter is not satisfactorily resolved, then the headteacher should be consulted. (See Complaints Policy)

11. Review Arrangements

This policy will be reviewed annually for the betterment of service provisioning to our leaners. The vocational program will periodically be evaluated as part of the center`s ongoing monitoring and self-evaluation process.
Annual review of a statement of special educational needs

All statements must be reviewed at least annually. Parents, the LA, and professionals will be invited to a meeting where they will consider whether any amendments need to be made to the description of the learners needs or to the special educational provision specified in the statement. The feelings and opinions of the child will be sought after the meeting. If appropriate the child will be present. The annual review will focus on what the learner has achieved as well as difficulties that need to be resolved.

MyMaximus is committed to furthering our knowledge of any new developments in the field of vocational training and job placement programs. Identified staff members will attend courses and information will be shared and evaluated regularly through informal arrangements, staff meetings and via staff training

Contact Info

Need help or have a query? please contact us on email or phone number


Dubai Investment Park 1


+971 4 883 2792



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