SEN Support at Raffles International School
At Raffles International School the Learning Support department provides various forms of support for children who face barriers to their learning. The support is given to students who are not able to make progress in spite of in class interventions and differentiated teaching.
The type of support offered, throughout the school, is either push-in or pull-out. During push-in support the Learning Support specialist works with the SEN student in a small group to help the student take part in class activities. This is done by giving them extra academic support and encouragement in their learning in small group activities. During pull-out support, the Learning support specialist will work with the SEN student individually with a specific learning needs that cannot be supported in class.
Students may need support if they have:
- A cognitive disadvantage which affects their ability to learn at the same rate as the majority of their peers;
- A specific learning barrier;
- A speech and language impairment affecting expressive and/or receptive communication;
- A behavioural impairment affecting their ability their ability to learn effectively;
- A sensory impairment;
- A physical disability;
- A combination of any of the needs listed above.
All SEN students have a special educational plan (IEP) with recommended accommodations and modifications as detailed in diagnostic reports from qualified specialists such as paediatricians, educational psychologists and diagnostic centres.
Learning Support at Raffles International School
These are students who do not have a diagnostic report from a specialist, but who have been identified and referred to the Learning Support department by their teachers. These students have not made progress in spite of in class interventions and differentiated teaching. These students will be screened by the Learning Support Department and either supported with push-in/pull-out lessons or strategies and resources will be given to teachers to help support this student in class.
The primary purpose of the Learning- Support Policy is to provide guidance to teachers, parents and the whole school on the provision of effective learning support to pupils with learning barriers.
PRINCIPLES AND AIMS OF LEARNING SUPPORT
Principles of Learning Support at Raffles International School:
Effective learning-support programs are based on the following principles:
- Effective whole-school policies and parental involvement
- Provision of intensive early intervention
- Direction of resources towards pupils in greatest need.
- place a high priority on the enhancement of classroom-based learning and on the prevention of learning difficulties at all levels within the school;
- Support pupils experiencing low achievement and/or learning difficulties through a team approach which involves the pupils themselves, their teachers, parents and relevant support personnel
- Draw up and implement whole-school action plan and supports for pupils with low achievement in literacy and numeracy.
- Establish effective home-school partnerships, including the development of support strategies for parents.
- Develop and implement individual learning programs for each pupil in receipt of supplementary teaching, based on an assessment of needs and a specification of learning targets for the pupil. These programs are drawn up and implemented collaboratively by the pupil’s class teacher, learning-support teacher and parents.
Aims of the learning support team at Raffles International School:
The principal aim of learning support is to optimize the teaching and learning process in order to enable pupils with learning barriers to achieve expected levels of achievement in literacy and numeracy
Promote a whole-school approach to:
- Identifying a child at risk as quickly as possible and take early action to meet these needs;
- Planning strategically to improve accessibility of the school’s premises and curriculum for all students; and
- Monitoring progress and reviewing goals regularly.
- Work in partnership with parents by making regular contact to share progress;
- Work in partnership with students to reach targets and goals;
- Liaise and seek assistance, where appropriate, of outside agencies consisting of Child Care Professionals.
- To develop positive self-esteem and positive attitudes about school and learning in these pupils.
- To enable these pupils to monitor their own learning and become independent learners.
- To provide supplementary teaching and additional support and resources for these pupils in Literacy and Numeracy.
- To involve parents in supporting their children’s learning through effective parent-support programs;
- To promote collaboration among teachers in the implementation of whole-school policies on learning support for these pupils.