Primary Learning Support
ICS welcomes a diverse student population with a broad spectrum of learning styles and aptitudes. We offer programmes to support and enhance that diversity within an inclusive setting.
The Primary Learning Support programme exists to support the unique needs of students through appropriate instruction, accommodations and modifications to maximise their academic, social and emotional success at ICS. A key guiding principle (please see below) of the department is to know our students well and define their individual strengths and weaknesses rather than apply global labels. The programme delivery (please see below) is based on needs determined through assessment, observation and consultation. Learning Support staff, together with the class and specialist teachers, help equip students to learn independently and productively and develop lifelong learning skills and behaviours. Speech and Language services (please see below) are available within the school setting.
To meet the needs of students requiring support beyond the regular Learning Support programme, ICS has a partnership with an Extended Learning Centre. The Learning Support Department also works closely with outside professionals such as Educational or Clinical Psychological services and Occupational Therapists, as required.
The Learning Support Department’s guiding principles are:
- To know our students well and define their individual strengths and weaknesses rather than apply global labels.
- To develop a student’s understanding of their own learning profile and, given this understanding, promote their ability to self-advocate.
- To work together as a multidisciplinary team, drawing on each individual’s unique skills and strengths.
- To work closely with parents, teachers and other external agencies involved with each particular student.
- To provide the most appropriate instruction for each individual student.
Learning support services vary across a continuum of tiered delivery models. Services may be provided through:
- consultation with classroom and/ or specialist teachers
- in-class support
- withdrawal services, in which the student comes out of the regular class setting (often to follow a specific, structured program) or,
- a combination of these models.
Support may be provided on an individual or small group basis, based on the needs determined through assessment, observation and consultation. The structure of the support is based upon an individual support plan which consists of specific goals collaboratively agreed upon by the LS teacher, class teacher, parents and student. Plans are monitored and revisited throughout the year.