Learning Support at SJI International Elementary School
Mission Statement:
Enabling our children in a Lasallian community to
learn how to learn, learn how to live, to become people of integrity and
people who care for others.
Children at SJI International Elementary School are seen as individuals
and the school exercises a high degree of flexibility to meet each child’s
needs. Mrs. Suniti Naqvi, Learning Support Co-ordinator, will monitor
and oversee the programme for children receiving Learning Support.
Learning Support at SJI International Elementary School
At SJI International Elementary School, the Learning Support staff works
in coordination with the class teachers in order to respond to concerns
related to the academic, social and emotional development of students.
The Learning Support Co-ordinator may conduct informal assessments,
and/or suggest appropriate support programs and services for students
who present with concerns. In conjunction with the classroom teacher,
the Learning Support Co-ordinator facilitates the formulation of an
Individual Education Plan (IEP) with a focus on servicing students’
specific needs. In addition, the Learning Support staff help with
identifying and implementing strategies within the classroom to allow
equitable access of the curriculum for all students/that help students with
diverse abilities to access the curriculum effectively.
SJI International Elementary school/staff remains committed to ensuring
the success of every student and it is towards this goal that, where
appropriate, we request parents to respect our recommendation of an
assessment of their child’s learning needs. Students who require an
assessment of their learning needs by an Educational Psychologist are
required to be assessed by a school-approved psychologist. Please note
that any assessments by specialists outside of the school (psychiatrist,
physician, psychologist) are at the expense of the parents. Further, the
school reserves the right to determine whether our current resources
can meet the student’s needs. Where necessary, outside service
provision at an additional cost to the parents may be recommended. It is
important to note that we have limited learning support available and that
students with mild learning needs should be able to function in a
mainstream class. If over a period of time, needs emerge which are
beyond the resources that the school can provide, a more appropriate
educational setting will be recommended.
Admissions
Admissions to Grades 2-6 are dependent on successful completion of
the INCAS assessment. Admission to Prep1 - Grade1 are informed by
reports from former preschools (if applicable) and informal observation.
While SJI International is essentially non-selective, the Principal is
authorised in accordance with the Admissions Policy not to accept
students for whom the school feels it has inadequate resources and who
might call for specialist teaching which the school cannot provide or are
deemed to require a disproportionate amount of the teacher’s time.
The Admissions Office has a particular responsibility to screen out the
following applicants as the school lacks resources to service their needs:
 Visual and auditory impairments requiring specialized instruction
and equipment
 Augmentative communications impairments
 Intellectual and cognitive impairments
 Serious behavior disorders and/or emotional difficulties
 Mental health issues
 A learning need where the student requires a high degree of one
on one assistance to function independently and effectively in the
classroom
The Admissions Committee has the responsibility of reviewing students
who do not have one of the disabilities listed above but who present with
learning difficulties at Admissions. If there is evidence of assessments or
Individual Education Plans (IEP) in their previous school, Admissions
Office must refer these applications to the Principal to ascertain whether
the needs of the prospective student can be met at the school. The final
decision for admissions will be at the discretion of the Principal in
accordance with school policy and in consultation with the Learning
Support Co-ordinator.
The steps to admittance of Learning Support Learners to SJI
International Elementary School are outlined below:
 Admissions criteria have been met
 Information provided by parents is accurate and current.
 Application has been reviewed by Principal and Admissions
Committee
 Screening at Class level by Principal and Class Teacher
 LS Co-ordinator reviews
 LS Co-ordinator identifies Service Level and ascertains whether
the school is able to provide appropriate service to the student
 In some cases, LS Co-ordinator may recommend that the student
be admitted to SJIIE provided s/he has access to appropriate
support provided by outside service providers.
Referrals
Classroom or subject matter teachers are responsible for referring any
students about whom they are concerned to the Learning Support Coordinator. They are also responsible for completing a referral form,
providing a clear summary of the reason for referral along with
supporting data, including the various ways that the teacher has tried to
work with the student prior to the referral.
The Learning Support staff will consider all the information provided and
decide on the most appropriate route of action. Where additional
information about the student’s academic ability and/or attainment,
social or emotional status is required, the school will advise the parents
accordingly.
The request that a student be referred to an outside specialist is made
by the Learning Support staff in consultation with the classroom
teachers. The Learning Support Co-ordinator contacts the parents,
explains the reason for the referral, and tracks the progress of the
referral.
Action
Students identified as presenting with concern through the referral
process may either be monitored over a period of time or receive/be put
on an Individual Education Plan (IEP). Students on an IEP work in a
regular classroom with their peers but may require time-limited support
in specific areas by the intervention of educational or occupational
therapists and/or counselors. The IEP is a document that outlines the
short and long-term academic/social/emotional goals for the student.
Goals are identified through consultation between the Class Teacher,
Learning Support Co-ordinator, therapists, tutors and parents. Progress
of a student on an IEP is reviewed at regular intervals by the support
team and goals are modified accordingly.
Should a student require extensive one on one assistance by the
teacher, the school will request the parents for a Personal Learning
Assistant (PLA)/ Shadow teacher to assist the student in class. The
school will provide guidance to the family to establish contact with the
school-approved agency that provides shadow teachers.
The scheduling of withdrawal support during school hours, if necessary,
is at the discretion of the school.