Education Institute issues policies and guidelines for additional educational support

Committed to providing a comprehensive and inclusive education that meets the needs of all students and provides them with the highest quality of learning experiences, the Education Institute of the Supreme Education Council has issued a set of policies and guidance documents for schools in order for them to meet their responsibilities for students with Additional Educational Support Needs (AESN). The term AESN includes students with Learning Problems (SWLP), students with Specific Learning Difficulties (SWSLD) and students with Disabilities (SWD) and students with behavioral problems (SWBP).

The policy document is divided into five different sections each providing details of how independent schools can identify students with AESN and how they can effectively remove barriers that prevent such students from receiving the full range of educational experiences to which they are entitled.

This policy focuses on the needs of students enrolled in kindergarten, primary, preparatory and secondary independent schools. Broad guidance is provided on topics including but not limited to the legal framework, educational entitlements, recommended support model, teaching and learning, assessment and reporting, working with parents and funding.

Section One addresses issues relating to the education of students with learning problems (SWLP) and students with specific learning difficulties (SWSLD). The SWLP includes students with persistent problems in one or more of the areas of written and spoken language, mathematics and the use of effective learning and organizational strategies. Other problems may include communication and/or socialization difficulties, and poor motivation or low self esteem. The SWSLD have difficulties in specific areas of cognitive functioning therefore inhibiting their learning.

Section Two deals with policies to accommodate the needs of students with disabilities including physical abilities, hearing impairment, vision impairment, autism spectrum disorder, speech language disorder, deaf blind disabilities and multiple impairments.

Section Three covers issues relating to the education of students with learning difficulties and the education of students with disabilities.

Section four includes tools to support school self review for promoting positive behaviors in schools and meeting the needs of students with attention deficit hyperactivity disorder.

Section five includes guidance on working with parents, developing relationships between schools and community organizations and the protocols to be followed by schools when requesting advice and support from Education institute.

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