Special Educational Needs (SEN) and International Schools: A Guide for Expat Families

Relocating internationally is demanding for any family. For families with a child who has a learning difference, disability, or special educational need, it adds a layer of complexity that requires advance planning, careful school selection, and skilled advocacy.

The fundamental challenge is that SEN provision is not standardised across countries or even within countries. A child who receives well-tailored support in a UK school may arrive at an international school to find that the equivalent infrastructure does not exist — or that it exists on paper but is under-resourced in practice. This guide helps you understand what to expect, what to bring, and how to find the right fit.

How SEN Provision Varies by Country

Understanding the landscape before you choose a destination is essential.

Region	SEN landscape overview
UAE (Dubai)	KHDA has an Inclusive Education Policy Framework; mainstream schools expected to accept SEND students and document support; over 52 private schools actively accept SEND applications
UAE (Abu Dhabi)	ADEK operates its own inclusion framework; provision varies between schools; specialist provision available
UK (boarding/day)	Strong legal framework at state schools; independent schools are not legally required to follow the SEND Code of Practice but most mainstream schools have dedicated SENCOs
Singapore	Generally strong provision at well-resourced international schools; UWCSEA and others have experienced learning support teams
Thailand	Varies widely; Bangkok's larger international schools have decent provision; outside Bangkok it is often very limited
Spain	Public provision is governed by Spanish law; at international schools, provision is school-dependent
Greece and Cyprus	Developing provision; specialist resources may be limited outside the largest schools
Indonesia (Bali)	Limited specialist SEN provision; families with complex needs often consider boarding as an alternative

What to Bring When You Move

The single most important thing families with SEN children can do is bring comprehensive documentation. Do not assume the new school will obtain this from the leaving school: in most cases, they will not.

Core documents to bring:

• Education, Health and Care Plan (EHCP) or the equivalent from your country (Individualised Education Program in the US, Individual Support Plan in Australia, etc.)
• Psychological or educational psychologist assessment reports — the most recent, and ideally ones less than three years old
• Speech and language therapy reports if relevant
• Occupational therapy assessments if relevant
• School reports highlighting the support received and the child's progress
• SENCO (Special Educational Needs Coordinator) letter — a brief summary from the leaving school's SENCO is invaluable for onboarding
• Medical records relating to diagnosis, including any reports from paediatricians or psychiatrists
• Medication documentation — prescriptions, dosage history, and the prescribing doctor's contact details
• List of accommodations currently in place (extra time, reader, separate room for exams, coloured overlays, etc.)

Bring originals and multiple certified copies.

Understanding What "Learning Support" Actually Means

The term "learning support" is used freely by international schools but means very different things in practice.

At a well-resourced school, learning support includes: a qualified SENCO or Director of Learning Support; a team of specialist teachers for dyslexia, dyscalculia, and language-based learning differences; trained Teaching Assistants (TAs) who work alongside classroom teachers; a clear caseload system; Individual Education Plans (IEPs) updated termly; and a direct line to external specialists (speech and language therapists, occupational therapists, psychologists) either on staff or on referral.

At a school with limited provision, "learning support" may mean a single staff member who is responsible for every child with identified needs across all year groups, no formal IEP system, and a reactive rather than proactive approach to support.

Ask, specifically: how many full-time learning support staff are employed? What is the current caseload? Does the school have experience with your child's specific diagnosis?

Dyslexia, Dyscalculia, and Language-Based Differences

Dyslexia is the most commonly identified learning difference in international schools, and most larger schools in established expat markets will have experience of it. Dyscalculia is less well understood and less consistently identified — ask specifically whether the learning support team has experience with it.

Language-based differences interact with the language demands of international schooling in complex ways. A child with dyslexia who is also learning in a second language faces a doubled challenge. Some schools handle this well with specialist EAL-plus-SEN support; others do not distinguish between an EAL need and a learning difference, which can result in misidentification or missed identification.

ADHD in International School Contexts

ADHD is widely identified and relatively well-supported in international schools in the UAE, Singapore, and major expat hubs. Accommodations — shorter tasks, movement breaks, preferential seating, extra processing time — are commonly available.

The medication question is separate from the school question. Stimulant medications (methylphenidate, lisdexamfetamine, and related drugs) are controlled substances in many countries. Before relocating, verify the legal status of your child's specific medication in the destination country, and obtain an official import permit if required. The UAE, for example, requires a prior permit from the Ministry of Health for controlled medications.

Autism Spectrum in International School Settings

Provision for autistic children varies more than for any other profile. Some highly capable autistic children thrive in international schools with strong academic cultures and predictable routines. Others find the social unpredictability of a high-turnover expat school community particularly challenging.

Key questions to ask about autism provision:

• Does the school have experience of the specific profile (e.g. high-masking, PDA profile, sensory sensitivities)?
• Is there a quiet or low-stimulus space available?
• How are transitions (between lessons, between terms) managed?
• Is there a social skills or social communication programme?

The IB and Inclusive Education

The IB requires all IB World Schools to have a documented access and inclusion policy. For the IB Diploma, formal examination access arrangements (extra time, reader, scribe, rest breaks, use of a word processor) are available to students with documented needs, subject to the IB's own processes. These arrangements must be applied for in advance — the school's IB coordinator will manage this, but families need to ensure the documentation is in order.

In practice, the IB's inclusive education framework is stronger on paper than in implementation at some schools. The standard of delivery depends heavily on the school's resourcing, the qualifications of its learning support staff, and the school leadership's commitment to inclusion.

Accreditation Bodies and SEN Requirements

Both CIS and IBO require accredited/authorised schools to have policies covering learning support and inclusive education. A school holding both CIS accreditation and IBO authorisation has been evaluated against two frameworks that include SEN-related standards. This is not a guarantee of strong provision, but it does mean the school has been required to articulate and evidence its approach.

Advocating for Your Child

No matter how good the school, you are the expert on your child. Advocacy strategies that work:

• Request an intake meeting with the SENCO before your child starts, not after
• Bring the documentation described above and provide a plain-language summary of what works and what doesn't
• Ask the school to develop an IEP within the first half-term
• Build a relationship with the class teacher and SENCO separately
• Follow up in writing after any verbal discussion about support
• If concerns are not addressed, escalate to the Deputy Head (Pastoral) or the school's safeguarding lead
• Consider engaging an independent education consultant who specialises in SEN and international relocations

For families considering boarding as an option for a child with SEN, our boarding schools guide covers pastoral care frameworks in more detail. For the emotional dimension of school transitions, see our children's wellbeing guide. The choice of location affects SEN provision significantly — see our residency and citizenship section for the broader relocation context.

Specialist International Schools

A small number of schools internationally specialise in supporting children with learning differences alongside a mainstream academic programme. These are worth researching if your child's needs are complex. They are most commonly found in the UK (day and boarding), Switzerland, the US, and increasingly the UAE. An independent SEN education consultant can advise on specific options.

How Global Investments Can Help

For families with children who have SEN, the location decision is shaped partly by the quality of specialist provision available. Global Investments works with internationally mobile families worldwide and can help you identify which destination has the schooling infrastructure to support your child's needs — and help you find a property in the right catchment area once you have identified the right school. We work with families for whom education is the primary driver of location selection, not a secondary consideration. Contact our team to discuss your family's specific requirements.

This guide is for general information only. SEN provision, medication regulations, accreditation requirements, and school policies change regularly. Always verify current provision directly with the relevant schools and, where medication is involved, with the relevant national health and customs authorities. This is not professional medical, legal, or educational advice.