Learning support is a place to provide additional services, support, programs, specialized placements or environments to ensure that all students' educational needs are provided.
AZM LSD implements the full inclusion approach where the child is fully included in the regular system, he undergoes in pull out sessions from the third language to benefit from speech therapy sessions and psychomotor therapy sessions, where the special educator reinforce his skills in the resources room.
The LS department strives to understand students as individual learners with learning differences and learning styles. Through that approach the members of the LSD create and implement a student centered guided plan toward academic success and self-advocacy. Furthermore, the LSD executes the school's vision and values in building successful leaders.
a. LSD vision
To provide child friendly academic, social, and emotional support to students with learning differences, to prepare intellectual and creative leaders of tomorrow in exceptionally strong educational program which enable them to reach their full potential in order to actively and successfully employ their skills in their environment.
The following requirements must be adhered to in the admissions process:
1. Parents are required in the application process to declare with full transparency all known special educational needs of their children and provide copies of all previous school records and any existing assessment reports and recommendations related to those needs so that the school can ensure that the child’s in school needs can be met should they be accepted and choose to enroll,
2. Any external professionals working with child must be willing to liaise closely with the school in order to meet the educational needs of the child,
3. Children with special educational needs may be considered for acceptance if the child is able to be included in a mainstream regular class with their age peers,
4. LSD AZM staff may need to interview the child more than once and/or observe the child in their current learning environment before issuing a decision on acceptance.
c. LSD Programs
The LSD covers the following programs:
1. Early intervention program
Early Intervention is a model by which early preventative assistance is provided to students exhibiting the first signs of academic difficulty.
The LSD intervenes to support any kind of learning difficulties that our students might face in order to prevent any kind of learning disability.
2. RTI (Response to intervention) program for this aim.
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI is based on three tiers
3. learning disabilities
The objective of this program is to full integrate students with learning disabilities such as dyslexia, dyscalculia, dysgraphia, dysorthographia.
A special education program customized to address each individual student's unique needs. Special educators provide a continuum of services, in which students with learning differences receive services in varying degrees based on their individual needs.
LSD at AZM School provides the special education services in a full integration program. Which mean that the students with learning disability will be all the time integrated in the regular classroom and they are following the regular program with modification of the curriculum and they undergo out of the class during the second language with the special educator, the speech therapist and the psychomotor therapist to reinforce the non-acquired skills and to re teach them in a different way in the resources room.
d. LSD Team:
- Head of LSD (clinical psychology)
- Speech therapists
- Psychomotor therapists
- Special educators