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Guide to Learning Support Program at LCS
Admissions:
The school will offer admission to students for whom an appropriate educational program can be provided, thereby assuring a reasonable prospect for their success at the school. The Admissions Officer, principals, student support personnel, counsellor and relevant teaching personnel jointly consider the applications of students in cases where there is doubt about the ability to benefit from, and be well-served by, our program.
The school can offer learning support to students with mild learning needs. We look at individual cases to determine if they will benefit from placement in our school . We do not offer services to students with:
- moderate to severe learning disabilities.
- moderate to severe visual, hearing or motor disability
- mental retardation
- a pattern of emotional or behaviour problems
- serious emotional disturbance
- significant mental health disabilities
It is possible that a student with learning difficulties may be admitted on a probationary basis only. Each student’s progress will be regularly reviewed to determine if the student is able to sustain his/her access to the curriculum.
If moderate difficulties are revealed after admission, the school reserves the right to proceed with the exit protocol in the event that appropriate and effective interventions are beyond the school’s resources (see protocol below).
CST/SAT Process:
Upon referral, a Child Study/Student Assistance Team meeting will be arranged between the class teacher, the student support teacher and any relevant single subject teachers to discuss the needs of the student. A parent conference may then be arranged with the Child Study/Student Assistance Team. The student may then be referred for external specialist assessment. Child Study/Student Assistance Team recommendations will be shared with all relevant teaching staff. At no time will LCS personnel offer a ‘diagnosis’ of a child’s difficulty, ADHD, dyslexia. This is the responsibility of a qualified specialist.
Intervention/Provision
Intervention or provision can occur at different levels:
- Monitoring the progress of students who are falling behind.
- “Pull-out” or “In Class” support.
- Development and implementation of a Student Educational Plan (SEP) or a Behavioural Plan with relevant classroom teachers or subject teachers as indicated by the student support team.
- Recommendation of services from those therapists who are available at any particular time in the community, eg. OT, speech therapy, family therapy
- Parental provision of a 1:1 teaching assistant.
- The child study team will recommend an intervention.
Assessment
- Professional Assessment by outside consultants may be recommended as necessary. A short list of specialists is available from the Student Support Department.
- The school does not offer any specialist treatment. All costs must be born by parents.
Referral Process
Parent Involvement
A parent conference will be arranged when a student has been identified as needing support. Parent input is essential to establish the needs of the students. Regular meetings, at least bi-annually,will occur with parents, Student Support teachers and any other relevant teachers to review progress.
Responsibilities of Student Support Department
- To ensure regular communication with teachers; share information and plans.
- To assist teachers with modifying the curriculum
- To develop and implement SEP’s
- To have regular contact with parents
- To provide in-service to teachers on meeting individual needs.
- To assist teachers with assessment procedures
- To devise and assist teachers with strategies to differentiate in the classroom
- To carry out classroom observations to assess objectively students who have been identified as needing learning support.
- To devise and assist students with strategies to minimize or overcome their difficulties and help them understand the nature of their learning difference.
- To develop and monitor behavioural plans with students, teachers and parents.
Exit Strategies
Students with mild learning disabilities who are able to follow the normal programme, with some modest support services, are accepted on an individual needs basis. This decision is made on the basis of the child’s current performance level, their presenting difficulties, the information gathered from the previous school, outside specialist’s reports and whether the student will be able to access the curriculum successfully.
LCS does not have the resources to appropriately manage the specific needs of students with moderate to severe behavioural, emotional or learning disabilities who cannot access the curriculum successfully.
Parents must present all previous records from any former special educational needs programme including dated I.E.P.’s (Individual Education Plans), tests results, and psychological assessments for review, prior to admission. If any relevant information is withheld it may jeopardize continued enrolment.
When a student’s academic, emotional or social performance gives rise to continued concern the Student Support Department may request a full educational and psychological assessment. Once requested, the parents should ensure that this takes place as soon as possible, to ensure that the school can best meet the student’s specific needs. Failure to carry out this request may jeopardize continued enrolment.
It is possible that a student with learning difficulties may be admitted on a probationary basis only. Each student’s progress will be regularly reviewed to determine if the student is able to sustain his/her access to the curriculum.
Students with identified Special Educational Needs will be monitored consistently and their progress and any concerns will be shared with parents at regular review meetings. Student Education Plans will reveal the students current performance level and the level of input required for him/her to function at the present grade level. As the students progress up the grade levels, the demands become more challenging for all students, but particularly for those with Special Educational Needs. If we are unable to provide for a student or if a significant discrepancy develops between the student’s level of performance and the grade level expectations, the student may be requested to withdraw. If a student develops moderate to serious behavioural or emotional disabilities, which may lead to the hurting of oneself or others, the student may be requested to withdraw. We will assist the family, whenever possible, in identifying a more appropriate education.
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