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Learning Support
Secondary Learning Support is based upon the recognition that students learn differently and that those who have particular Learning Differences and/or are academically at risk for failure can benefit from a supportive, small group environment where strategic learning can take place.
The aim of the programme is to provide students with the opportunity to have individualized instruction in order to address specific educational needs.
Subject-specific tutoring is concentrated in the areas of Maths and English whilst strategies for time management, organizational and study skills span all academic subjects. Self-advocacy skills and the identification of modality strengths are also addressed.
The acquisition of these learning strategies allows students to become both more efficient and more effective with their studies. This in turn allows for the assumption of an increased responsibility for the individual’s own learning, ultimately producing more confident, independent learners.
The Learning Support Programme
The Secondary Learning Support department currently consists of one full-time teacher. Selected other staff members will often provide support on a one or two period per week basis.
A student may be considered for inclusion in the programme through professionally identified and documented Learning Differences, as well as teacher, parent or self-referrals.
Once a student is identified as a possible candidate for the programme, a learning profile of that student is created through teacher, student and parent input, in-school diagnostic and/or prescriptive tests and when necessary, external psycho-educational assessments. These profiles then allow selection through a hierarchy of both need and potential benefit.
Should a Learning Difference be externally diagnosed by a registered psychologist (eg. ADHD, Dyslexia etc.), that student is then eligible for a variety of in-school accommodations as set out in the Accommodations Policy (see below). Further, that student will be afforded all relevant accommodations and modifications for the external IGCSE, SAT and eventually AP examinations which take place during 4th, 5th and 6th years at Saltus.
Participation in the programme varies according to the individual’s needs within the current timetabling and staffing constraints. A student may be given monitored reading, required to meet weekly during Study Hall, or may be withdrawn one period per week for Learning Support in a small group.
Saltus 10 students may choose Learning Support as an option which consists of 2 double periods per week as part of the academic schedule. This option is a good choice for those individuals who have a diagnosed Learning Difference such as Attention Deficit Disorder, visual or auditory processing difficulties, physical challenges and/or continue to require additional support in the areas of management and organization skills. Acceptance into the option is at the discretion of the Head of Learning Support, Head of 3rd Year and Head of Senior Department.
Though no grade is assigned for students in Learning Support, a detailed anecdotal comment written by the Learning Support teacher addresses the student’s attitude, effort and commitment to the process of learning effectively within both the context of this course and as a life-long learner.
Definitions and Further Reading
Accommodations & Modifications for Students with Documented Learning Disabilities
Saltus Grammar School recognizes that all students learn differently. Further, the school acknowledges that those students with diagnosed and documented Learning Disabilities/Differences may require accommodations and/or modifications to their learning program in order to perform to their potential.
The terms accommodation and modification will be used in this document as follows:
- an accommodation is any variation in the specified assessment environment or process.
- The term accommodation commonly refers to variations that do not alter in any significant way what the test measure.
- a modification changes or alters what is being measured and is considered to be a substantial change in the way a test (assessment) is given or taken.
- Students will be assessed for their individual needs and may be offered a selection of the accommodations and/or modifications from the list below. The specific recommendations will be the result of consultation amongst the Head of Year, Head of Learning Support and Head of Senior Department and will be based on need, not benefit.
Environmental Accommodations
- preferential seating will be offered e.g. near the teacher and/or away from distractions
- opportunities for movement will be provided
- work area will be monitored to remove unnecessary material which may cause distractions
- checklists will be used to help the student with routines
Instructional Accommodations
- a written overview of the lesson and/or expectations will be provided
- instruction will be presented in simplified, sequential, discrete units
- peer support and/or tutoring in class will be allowed
- important concepts, key words and phrases will be highlighted on handouts
- comprehension will be monitored through verb al responses
- written and verbal information will be simplified/reworded as needed
- the number of items on a page will be reduced and/or spaced out in order to prevent students from being overwhelmed with information
- students will be taught and encouraged to chunk information
- material will be presented in a multi-sensory approach, allowing for manipulatives where possible
- a variety of options will be made available for demonstration of knowledge (eg answers may be oral, handwritten, typed, diagrammed, scribed)
- cueing will be used to keep the student on task and to the student to self-monitor behaviors such as impulsiveness, rushing through work, losing focus etc.
- material/directions will be read aloud to the student
Testing Accommodations
- extra time will be allowed (up to an additional 25%)
- simplified, sequential, discrete units of instruction at the appropriate reading level will be presented
- the number of questions and the amount of information per page will be reduced
- the use of recognition (multiple choice, matching, true/false) vs. recall (essay) formats will be implemented
- material/directions will be read aloud to students
- a variety of options will be made available for demonstration of knowledge (eg. Answers may be oral, handwritten, typed, diagrammed, scribed)
- testing will take place in a small group environment where distractions can be minimized
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