DIS Learning Support Program

Revised June 2013

I. PHILOSOPHY
Domuschola International School believes that providing a Child with Special Needs (CSN) with the necessary training
and opportunities given to his/her normal counterparts enables him/her to maximize his/her potentials, achieve
some degree of independence in leading his/her life and furthermore, access to participate in the benefits of his/her
community.
Mainstreaming and inclusion are components of Domuschola International Schools Learning Support Program.
Mainstreaming requires that the Child with Special Needs (CSN) meet certain admission/eligibility criteria set by the
school. Inclusion is placement in the regular school based solely on the childs chronological age.
The Learning Support Program (LSP) also supports students experiencing challenges in learning in regular classes,
regardless of the cause. The Learning Support Program of the school is based on the Manual of Regulation for
Private Schools definition of Special Needs and is as stated:
The special student refers to those persons who are gifted or talented as well as those who have physical, mental,
social or sensory impairment . Such groups may require the adoption of the special needs education where
modifications of the school curricula, programs and special services and physical activities are effected to help them
develop to their maximum capacity.

II. ADMISSION TO THE PROGRAM

Submission of all recent evaluation conducted by specialists including progress reports from therapists is required for
record keeping, planning, and monitoring purposes.
The child is admitted to the program based on the results of a comprehensive evaluation by a specialist (SPED
Diagnostician, Developmental-Behavioral Pediatrician, Clinical Psychologist), which clearly states the following:

recommendation that the school is the appropriate placement for the child in terms of curriculum and
learning support services
the child requires the provision of special education and related services
the childs specific educational needs,
the special education services and related services that are appropriate for addressing the childs needs
the specialists consent that the right environment for the child is in a school which only provides a
mainstreaming and inclusion program as defined in this agreement.

At present, DIS is capable of providing for the needs of students who are diagnosed with:
mild learning disabilities
attention disorders
mild processing difficulties (comprehension problems)
mild autism (high functioning including Aspergers Syndrome)
emotional and behavioral difficulties (inattentive and withdrawn behavior)

On the other hand, the school is not equipped to assist and meet the particular needs of students with conditions
such as, but not limited to:
physical disabilities
sensory impairment
giftedness
moderate to severe autism
emotional and behavioral difficulties (aggressive behavior)
communication and speech disorders

III. REQUIREMENTS OF THE PROGRAM

Every child who is part of the Special Needs Education Program of the school must have an Individualized
Education Program (IEP). An IEP is a written statement of an educational program designed to meet a child's
individual and specific needs. This is the reason why it is of great interest and importance to educators,
administrators, and families alike that such a vital document be developed. The IEP is prepared by the Shadow
Teacher in collaboration with the childs Homeroom Teacher.
Each child's IEP must contain specific information, which includes (but is not limited to):

the child's present level of academic achievement and functional performance, describing how the child is
currently faring in school and how the childs disability affects his or her involvement and progress in the
general curriculum
annual goals for the child, what he or she can reasonably accomplish in a year
the learning support services to be provided to the child, including supplementary aids and services (such as
a communication devices) and changes to the program or supports for school personnel
the length of time during the school day that the child with special needs will be educated separately from
other children or non participation in extracurricular or other non-academic activities such as lunch or clubs
types of assessment, grading system and progress report appropriate to the child
timetable and frequency of collaboration with parents, teachers, and clinicians
eligibility for statewide and school-wide assessments, including modifications that will be done to assess the
childs needs

Every child who is part of the program should meet the following conditions:

Regular provisions for home-school support and intervention.

The child is supported by a Shadow Teacher.
If the child is in the Mainstreaming Program, instruction and assessment are based on the regular school
program. The child progresses based on state-mandated progression.
If the child is in the Inclusion Program, instruction and assessment are based on the particular childs IEP and
not on the regular school program. The child progresses based on ability.
Appropriate discipline measures are implemented that will ensure a safe and conducive learning
environment for all.
Annual meetings with specialists, which includes teachers, parents, shadow teachers, clinicians.
Regular collaboration between the teachers and the shadow teacher for curricular and behavioral planning
in the IEP.
Parents regular attendance of parent-teacher conferences, school-wide curriculum events, and team
conferences.

IV. ROLES AND RESPONSIBILITIES

A. Principal
Ensures the implementation of the Learning Support policy and procedures
Ensures processes for the identification of student s with special needs are established
Ensures effective communication process with parents and specialists of students with special needs
Provides opportunities for professional development for Teachers in managing instruction and behavior of
students need with learning needs
B. Guidance Counselor
Screening / Referral:
Identifies Students with Needs or with Challenges
Reviews students educational history and observation in class
Refers to Child Specialists
Coordination:
Works with Homeroom Teachers, Coordinator, Principal and parents regarding students with needs or with
challenges
Facilitates pre-conferences and case conferences with Students with Needs' parents, Homeroom Teacher,
Shadow Teacher and the Principal
Coordinates all Learning Support Programs and related services for DIS
Assists in the development of and implementation of procedures and policies for identification, evaluation,
and placement of students with needs or with challenges
Promotes positive relationships with parents of students with needs or challenges
Supervision:
Ensures that each student with needs have an Individualized Educational Plan
Supervises and assists all teachers and staff members involved in Learning Support Programs
Give teachers strategies or techniques that can help them deal with students with needs or with challenges
and provide support
Documentation:
Keep and update records of students with needs and with challenges
Keeps detailed records for each student in the Learning Support Program
C. Parents
Submit all assessments and progress reports available from specialists and therapists
Work in partnership with the school and other agencies in the best interest of their child
Maintain close contact with the school with regard to the progress of their child
Regularly attend parent-teacher conferences, school-wide curriculum events, and team conferences
Discuss any difficulties or concerns with regard to their child
Schedules case conferences with specialists at the beginning of the school-year
Inform the school of case conferences with specialists

D. Homeroom and Shadow Teachers

The Homeroom and Shadow Teacher work closely to ensure that the students needs are met.
Areas
Homeroom Teachers
Shadow Teachers
Curriculum Planning
Develops and delivers a quality
Modifies curriculum based on the
curriculum
students age and ability
Instruction

Collaborates with Shadow

Teacher:
provides a copy of the

Facilitates learning and teaching

with close collaboration with the
Homeroom Teacher; manages,

Collaboration

Social Skills Training

Behavior Management

Curriculum Map
discusses weekly plans and
adjustments needed
learning engagements

Provides differentiated instruction

that matches the age and ability
levels of the student
Helps in planning of IEP with the
Shadow Teacher, parents, and
relevant professionals
Reports on the educational
progress of the students to the
Principal, Parents, Guidance
Counselor, and students
themselves
Provides opportunities for the
child to interact with other
children
Helps the child to appropriately
interact with other children
Works with the Shadow Teacher to
employ different techniques in
helping the child demonstrate
appropriate behavior

guides, coaches student in the

classroom

Prepares the IEP and collaborates

with the team

Helps the child to appropriately

interact with other children

Employs various techniques to

help the child extinguish
inappropriate behaviors and
shape/enhance appropriate ones
Applies appropriate discipline
measures that support the
schools philosophy and to ensure
a safe and conducive environment
for all

V. LEVELS OF SUPPORT
Different levels of learning support may be provided to students identified with learning difficulties:
1. In-Class Support
A Co-teacher assists students in the classroom. This also includes the Shadow Teachers, who are outsourced and
provided by the students parents (see qualifications of a Shadow Teacher).
2. Pull-Outs
Students are assisted out of class or pulled-out from the classroom for more intensive individualized instruction
as provided by the Shadow Teacher.
3. After-School
Students are recommended to attend after-school remediation programs to build on the necessary skills in
reading, writing, spelling, and math outside school. Subject teachers provide reinforcement activities for
practice at home.

VI. DIFFERENTIATION AND MODIFICATIONS

Adaptations are teaching and assessment strategies especially designed to accommodate students needs so he or
she can achieve the learning outcomes of the subject or course and to demonstrate mastery of concepts.
Accommodations in the form of adaptations occur when teachers differentiate instruction, assessment and materials
in order to create a flexible learning environment.
(http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf, pp. 2-3)
A. Planning for Differentiation
Ensure that students strengths are used to build confident and maintain motivation
Use a multi-sensory approach to enable students to learn effectively according to their learning style
Help students overcome learning difficulties through a range of appropriate strategies
Provide a range of activities to ensure participation
Provide similar work for a group but allowing different outcomes
Ensure that the pace of the lesson takes account the differences among students
Use a clearly defined step-by-step approach to promote gradual development of concepts and skills
Allow sufficient repetition and practice to consolidate skills
Provide opportunities for reflection
B. Options for Differentiation
Assessment
Using alternatives to written recording- oral
presentation, tape, video, dictation helper,
drama, picture-diagram-flow chart, technologyaided recording
Providing prompt sheets for writing, questions
to answer, key words for each section,
sentences or paragraphs to put in correct order
Use of cloze procedure
Cooperative writing, groups or pairs

Instruction
Choose more engaging activities by linking tasks
to student interests
Divide longer tasks into shorter tasks each with
an endpoint
Increase use of active learning approaches:
drama, role play, display, group discussion,
group problem solving
Use of learning technologies
Simplify verbal instructions; provide written
instructions
Read aloud key text/instructions before student
reads them
Provide a glossary of words meaning for difficult
vocabulary
Supplementing information in books with tapes,
video, pictures, charts, diagrams, access to the
internet
Extended time to complete assignments and/or
assessments
Lessen number of items in assignments and/or
assessments

C. Modifications
Accommodations in the form of modifications are instructional and assessmentrelated decisions made to
accommodate a students educational needs that consist of individualized learning goals and outcomes which are
different than learning outcomes of a course or subject.
(http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf, pp 4-5)
Students in the Inclusion Program are entitled to modifications of instruction and assessment. The kinds and levels
of modifications are based on the students individualized learning outcomes or goals and are agreed upon by the
Shadow Teacher, Homeroom Teacher, the Guidance Counselor, Parents and the Principal. These are clearly indicated
in the students IEP.
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Examples of Modifications
Students work on materials and engagements that are at a lower level of conceptual difficulty (lower grade
level)
Adjust learning outcomes (learning to count change versus solving algebraic expressions)

VII. IMPLEMENTATION TIMETABLE and PROCEDURES

A. Timetable
The Homeroom and the Shadow Teachers are expected to abide by the timetable and guidelines listed below to
ensure that there is strong collaboration and effective communication among the teachers, staff, parents, and the
students.
Timetable
1st and 2nd week of June
Preparation of IEP

Tasks
1. Shadow Teacher prepares the IEP in collaboration with the
Homeroom Teacher and the Guidance Counselor.
2. Homeroom Teacher provides a copy of the Curriculum Map to the
Shadow Teacher and discusses the content and expectations.
3. Engagements for the week are also discussed to determine
adaptations to be made as needed.
4. The Shadow Teacher gives a copy of the IEP to the parents for
feedback.
5. Guidance Counselor submits to the Principal for feedback.
6. Homeroom and Shadow Teacher and the Guidance Counselor
adjust the IEP based on feedback.
7. The Shadow Teacher submits a final copy (both electronic and print
out) to the school and the parents.

1 week before
Term Conference
Progress Reporting and
Anecdotal Reports

1. Homeroom and Shadow Teachers agree on the ratings to be given

to the student with special needs.
2. Shadow teacher prepares and submits an anecdotal report of
his/her student to the Principal for feedback.
3. Upon review, the Principal sends the report to the Curriculum
Secretary for printing.
4. The Guidance Counselor keeps a file in the students Learning
Support Folder.
1. The Homeroom and Shadow Teachers reviews the current learner
goals and outcomes in the IEP and makes adjustments as needed.
2. The Shadow Teacher submits a revised copy to the Guidance
Counselor and forwards this to the Principal for feedback.
3. Principal gives feedback and teachers makes revisions based on
recommendations given.
4. Shadow teacher submits a final copy (both electronic and print out)
to the Homeroom Teacher, Guidance Counselor and Principal.

1st week of New Term

Revisit IEP / Goal setting

B. Placement in Mainstream and Inclusion Programs

Criteria:
VIII. REFERRAL AND LEARNING SUPPORT INTERVENTION PROCESS
A. Students with Diagnosis
1. Identification
1. Parental disclosure
2. Specialists diagnosis
3. Information from previous school
2. Referral to a Specialist for diagnosis and placement
3. Planning
Inclusion: Learning support planning meetings held regularly with Principal, parents, guidance counselor,
homeroom teacher, shadow teachers , outside specialists for IEP
Students in the Mainstream without shadow teachers Homeroom Teacher and Guidance Counselor
prepare a Learning Support Plan based on:
o specialists evaluation and recommendations
o teacher-conducted assessments
4. Implementation
Pull-out
In Class support (differentiated instruction)
Curriculum modifications (individual outcomes with modified tasks)
5. Student Assessment and Progress Monitoring
Observations and Anecdotal reports
Modified Progress Report
Work samples
6. Review of IEP/Learning Support Plan
B. Students with learning and behavioral challenges (Undiagnosed)
(Refer to flowchart)
1. Screening
1. Teacher observation
1. Teacher fills out the Behavior Checklist given by the Guidance Counselor. The behaviors should have
been observable for the past 6 months during the school year.
2. Teacher and the Guidance Counselor gather data through anecdotal records and work samples to
support the observations.
2. Guidance Counselor prepares a letter and submits this to the Principal for approval.
3. Referral for diagnostic assessment to specialists are prepared (developmental psychologist, child
psychologist, SPED Diagnostician, etc).
4. Principal gives feedback and Guidance Counselor makes revisions as needed.
5. Guidance Counselor calls for a parent-teacher conference to discuss the concerns and the
recommendations.
6. Information from previous school
2. Assessment
1. Parents secure an appointment with the specialists recommended by the school.
2. Parents provide a copy of the report/assessment to the school.

3. Planning and Implementation

Learning support planning meetings held regularly with Principal, parents, guidance counselor, homeroom
teacher, shadow teachers , outside specialists
Levels of implementation:
o Pull-out
o In Class support (differentiated instruction)
o Curriculum modifications (individual outcomes with modified tasks)
4. Student Assessment and Progress Monitoring
Observations and Anecdotal reports
Modified Progress Report
Work samples
5. Review of IEP

Steps

Person in-charge

Timetable

1. Referral

HT

As soon as
concern arises

2. Assess each child

Guidance
Counselor (GC)
Homeroom teacher

Beginning of
term

3. Inform Principal
& Programme
Coordinators

HT

4. Deliberation

HT , SSTs
Coordinators
Principal
Facilitated by: GC

5. Conferencing

Guidance
Counselor

Outcomes

Assessment result

Assessment result and

result of discussion
3 days within
identification of
need/ concern

Deliberation report

Result of review conducted last January 2015:

The DIS SEN policy:

Evidence/Recommendations

considers local, national, international legal obligations

on inclusion/SEN

considers local, national, international legal

requirements of teachers in meeting the needs of
students

can explicitly mention specific regulations considered

in the next revision

is consistent with IB philosophy and practice

contains a philosophy on inclusion aligned with the

schools mission statement

includes how the school defines inclusive education

links to other school policies such as teaching and

learning, assessment and language polices

is communicated and easily available to the whole

school community

includes or clarifies the following provisions:

professional development

explicitly indicate provisions in the next revision

expertise the school have access to

explicitly indicate specific third party specialists we

constantly consult or regularly partner with

resources allocated to maximize inclusion and

the person responsible for finding, allocating
and deploying resources

explicitly indicate in the next revision

testing or screening tools the school have

access to

explicitly indicate usual tests or tools used for

screening and/or assessment

specific responsibilities (states job titles and

responsibilities) of staff/stakeholders to
maximize inclusive outcomes

function of shadow teacher might be too broad and

can be elaborated on further

physical accessibility of the school

indicate future plans in the next revision

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