Special Services at LAS
The Inclusion Program at LAS enhances individual strengths and gifts, with high and appropriate expectations for each child. The acceptance of individual differences develops and fosters a school culture of respect and belonging. It encourages socializing and friendships with a wide variety of children of all abilities. The inclusion program creates opportunities for students to learn, in a variety of ways; students are monitored and held accountable with data-driven programs. The inclusion program aligns with 21st Century Skills and the LAS Mission Statement.
There are many children who DO NOT carry a diagnosis, but are learning disabled, and as teachers, we know who these students may be. The Inclusion Team will continue working with inclusion students in Elementary, Middle and High School.
If you have any queries, please do not hesitate contact the school to alleviate your concerns to the best of our knowledge.
“Coming Together is the Beginning
Keeping together is Progress
Working Together is Success” (Henry Ford)
Lahore American School seeks to accommodate a range of abilities and interests, but students must demonstrate average to above average grades for admission. Our school provides services for children with mild to moderate learning differences.
The Learning Support Program is designed to help students with learning differences achieve success in the regular academic program as well as increase each student’s skill level.
Learning Support students may have difficulties in one of more of the following areas:
- Basic reading skills
- Written expression
- Listening comprehension
- Oral expression
- Reading comprehension
- Mathematics calculations
To qualify for Learning Support services students are referred to the program by a concerned parent, teachers, and, in some cases, by the student. Teaching and LS personnel share the responsibility and accountability for the design and implementation of strategic interventions. Different tiers of interventions will be implemented and monitored before the student is recommended for a formal psychological evaluation. Eligibility decisions for LS will be made by the team, and facilitated by the LS teacher. For the qualifying student, a Learning Plan will be designed to meet his or her needs by emphasizing strengths, remediating weaknesses, recommending accommodations and supporting access to the curriculum.
Learning support is normally provided with a push-in and co-teaching model. In some cases, however, a special seminar or study period is established for those students identified as needing the additional support. Student enrollment in the program is reviewed each quarter to determine placement for the following quarter.
Students receive specific academic assistance necessary for success in the regular program. Emphasis is on developing reading, writing, math skills, learning strategies and organizational skills. Concepts are reinforced by pre-teaching, re-teaching and supplementing material.
The current support model is both in-class and pull-out. The LS teacher is available for inclusion in all core areas of instruction. Instruction during pull-out classes will be 1:1 and small group. It may be comprised of pre-teaching/re-teaching class work, helping with current assignments, teaching specific reading and writing strategies, developing student study/organization skills, and developing student awareness of their own individual learning profile.Please see the Alternative Path to Success.
ENGLISH AS A SECOND LANGUAGE (ESL)
ESL support is available for students who are new English Language Learners in the elementary, middle, and high schools for an additional fee. In addition to intensive pullout instruction, the ESL department provides students with English support and testing accommodations in other subject areas.
In general, ESL students do not receive instruction in Urdu or French until they have gained proficiency in English. The ESL program placement and exit procedures, as well as the amount and nature of support provided, vary by student and are determined by a range of assessments administered at LAS.