Student Support

The Learning Support Programme provides support to students who have been identified with learning disabilities, learning disorders or those who are low achievers.

The students enrolled in the Learning Support Programme are provided with an I.E.P. (Individual Educational Plan) that defines the learning programme and teaching strategies that best suit the student’s needs.

The I.E.P. also provides accommodations and modifications with the aim of helping the student reach his/her full potential.

Students with an Individual Educational Plan (I.E.P.) may be supported through:

  • a modified programme,
  • modified outcomes in a specific subject,
  • curriculum support sessions,
  • learning skill development sessions,
  • in class accommodations,
  • examination accommodations.

Modified Programme

Students that are not able to cope with the grade/age appropriate curriculum are provided with an I.E.P. with curriculum modifications specified.

The options for modifications include, but are not limited to:

  • a differentiated academic programme, delivered in the Learning Support Classroom, with accommodated outcomes different from the mainstream curriculum. These outcomes are selected according to the student’s level and aim to cover the basic skills and knowledge the student has not yet developed.
  • a specific subject deletion,
  • Academic programme modified towards the development of functional life skills.

Modified outcomes

When a student has difficulty with meeting the expectations in a specific subject or skill, the grade level and subject outcomes are modified to his/her present level of performance while he/she receives parallel individual instruction for skills development.

Curriculum Support

This support consists of one on one or small group sessions aimed to teach or reinforce the knowledge and academic skills required for the student to reach their full potential in a mainstream subject. The subject teacher and the learning support teacher concur on the content that should be reinforced, decide the pace of the instruction and share the planning on regular basis.

Learning Skills Development Sessions

Students attend the Learning Support class to work either individually or in small group sessions on developing:

  • cognitive skills
  • sensory integration skills
  • fine or gross motor skills
  • organisational skills

In class accommodations

Students are provided with in class accommodations determined by their individual needs to support differentiated instruction within the mainstream. This may include modified teaching strategies, additional teaching aids and facilities.

Examination accommodations and modifications

Students may be provided with different examination accommodations for both internal examinations and external examinations.

Internal examination modifications may include:

  • examination format modification,
  • content modifications,
  • instructions clarified or translated,
  • use of dictionary,
  • oral examinations,
  • extended time,
  • examination reader,
  • examination prompter,
  • sitting for examinations in a separate room.

External examination modifications are determined by C.I.E (Cambridge International Examinations (Grades 6-10)) or the I.B.O. (Grades 11 and 12) policies and procedures. The school is required to request approval from these organisations to provide accommodations for specific cases.The external authority, not the school, decides upon the accommodations that may be offered to each individual. Implementation is therefore, conditional upon the approval from the external authority to provide modifications.

Support levels offered by the Learning Support Programme

  • Mild or moderate support
  • Intensive support

Support types offered by the Learning Support Programme

  • Consultation with a Student Support specialist
  • Monitoring student performance
  • Literacy and Mathematic support
  • Strategies/skills development classes
  • In class accommodations

Mild or Moderate support

  • Specialized small group or one on one instruction
  • Specifically designed courses in core Literacy and Mathematics (Secondary School only)
  • Curricular modifications – when required
  • Curriculum support for mainstream subjects
  • In class and examinations formal accommodations
  • Study and organisational skills

Intensive support

  • Individualized supervision and the assistance of a special educator
  • Individually designed inclusion opportunities
  • Functional Life Skills
  • Dolphin/animal Therapy
  • Yoga for the special child sessions

Speech Language Therapy and Sensory Integration Therapy can be recommended in any level of programming.

The help of specialists, who are not members of the school staff, can be accommodated during school hours and on the premises (depending on class room availability) but must be contracted by the family directly with the practitioner.

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