LEARNING SUPPORT

All Learning Support programmes and services are designed to address students with mild learning challenges who can continue to access and benefit from the challenges of the bilingual programme in the Primary School.

"Support for student learning is offered in order to respond to the diverse needs of students encountering challenges or difficulties in the learning process.

During a student's learning journey, it is not uncommon to find many pupils who will benefit from a particular teaching approach, strategy instruction and/or skill reinforcement. This may be due to an absence or transition from another school system, a subject specific challenge or an identified learning difference.

Where a specific deficit is noted, students receive additional support in developing skills and strategies for success in the mainstream classroom. Some students require more or different types of support than others. The need for support may be punctual, short term, on-going or transitional as related to a student's unique learner profile.

The department offers a range of intervention models to support both students and teachers, promoting an inclusive learning culture and enabling students to achieve their best, overcome barriers to learning and to develop strategies and confidence."

Kristin Ducarme

Head of Learning Support and Individual Pathways

Quality Core Instruction and In Class Support

Some students have less conventional learning styles or would benefit from a particular teaching approach, strategy instruction and/or skill reinforcement. Quality core instruction enables teachers to respond to students individually through differentiation. This may be done in collaboration with a member of the learning support team through co-teaching, in class support or targeted small group instruction.

Individual Strategies and Learning Plans

Diversity in learning styles or challenges may be due to an identified learning difference such as an attention difficulty, dyslexia, dyscalculia or a slower processing speed. Students may require individualized learning targets as outlined in an Individual Learning Plan (ILP), specific strategy instruction and monitoring noted in an Individual Strategy Plan (ISP) or guided skill practice for a period of time. Students receiving this additional support will have had a recent psycho-educational evaluation by an external specialist enabling the team to focus on the appropriate strategies.

Learning Support Team

Members of the ISM Learning Support Team aim to create learners who feel confident and supported using strategies to navigate and respond to challenges in their learning.

Mrs Kristin Ducarme

Whole School Learning Support

Ms. Ducarme is Head of the department from Early Years through Secondary, attending to diverse student needs and monitoring programmes and student progress, as students move up through the school. Ms. Ducarme offers 1:1, small group and in-class support interventions as well as collaborating with staff on assessments and data. She communicates with our outside support agencies.

Professional Development in Primary Years

Late January 2023, the Learning Support Department provided workshops and self-directed learning opportunities to the Primary Years teachers. Staff were able to choose between an overview of Executive Functioning Skills or a deeper dive into learning about Working Memory.

Executive functioning skills are self-management skills that we use daily to learn, work, make decisions and get things done. While these skills begin to develop in early childhood, they continue developing into our mid 20s. They are necessary for academic and social success and are developed through explicit modelling, teaching and release of responsibility. The literature on these skills varies, however renowned psychologist, researcher and author Dr. Peg Dawson highlights the following 11 cognitive processes in the construct of executive functioning.

**as found on the Smart but Scattered website.

Most individuals have an array of executive function strengths and weaknesses. Trouble with some of these skills impacts individuals in different ways and can include noticeable behaviours such as difficulties following directions, forgetting what needs to be done, keeping track of our things, sustaining focus or managing our emotions. It is important to note that deficits in executive function skills do not imply a diagnosis or learning difficulty. Areas of weakness may or may not be linked to additional learning needs. Some individuals may have a delay in their developed skills, however the good news is that these skills can be modelled and taught and will continue to mature well into our 20s. Executive Functioning Skills are most often categorised into three key areas: Working Memory, Cognitive Flexibility and Inhibitory Control. To learn more about these skills and how to support your child check out Peg Dawson’s Smart but Scattered Kids webpage or find her books in several languages on Amazon.fr. To explore a few home tips and strategies by age, click on Understood: Executive Function and Learning/ Ways to Help Your Child.

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