The Learning Enhancement Team: A Guide for the RCHK Community
Factsheet 1 - The Learning Enhancement Team (LET)
Factsheet 2 - Inclusion
Factsheet 3 - Individual Needs
Factsheet 4 - How Can I Help my Son or Daughter?
Factsheet 5 - The Learning Enhancement Referral Process
Factsheet 6 - The Learning Enhancement Register
Factsheet 7 - Team Around the Student
Factsheet 8 - Student Support Plans/Individual Education Plans
Factsheet 9 - Annual Review for SEN
Factsheet 10 - Parent Funded Educational Assistants
Factsheet 11 - External Agencies
Factsheet 12 - Assessment Accommodations
Factsheet 13 - Transitions
Factsheet 14 - Admissions and Review Process (ARP)
Glossary
FACTSHEET 1 - The Learning Enhancement Team (LET)
The college-wide LET supports students, parents and teachers across all year levels. Sarah
O’Connor is the college-wide Head of LET and Claire Gore is Deputy Head.
The LE teachers in the primary school are: Dan Bulman, Jerry Carroll, Cecilia Lau, Therese
Owen and Christin Topper.
The LE teachers in the secondary school are: Emily Dygve, Laura Grodewald (part-time),
Vidya Madhavan, Rensia Marais (part-time) and Dee Morgan.
College-wide teacher for Gifted and Talented is Asma Syed.
There are 7 Learning Enhancement Educational Assistants in the primary and 5 in secondary
school.
Details of all our team members can be found on the RCHK website.
[http://www.renaissance.edu.hk/teachers]
Each of our Primary LE teachers links with the following across Years 1-6
Cecilia Lau
Speech and Language/EAL
Christin Topper
Motor Coordination, Physical and Sensory Processing
Therese Owen
Social Communication/Emotional and Social Wellbeing
Daniel Bulman
Thinking and Learning
Jerry Carroll
Thinking and Learning
Each of our Secondary LE teachers links with a year group and subject(s):
Emily Dygve
Year 7 and Mathematics
Vidya Madhavan
Year 8 and Mathematics
Dee Morgan
Year 9 and PHE/Design
Rensia Marais
Year 10 and Science/Performing Arts
Claire Gore
Year 11 and English/Visual Arts
Sarah O’Connor
Year 12 and Individuals & Societies
Asma Syed
Year 12 and Gifted/Talented
Laura Grodewald
Year 13 and Modern Foreign Languages
FACTSHEET 2 - Inclusion
The LET model at Renaissance College centres upon inclusion. We believe that, whenever
possible, providing support within the mainstream classroom has a positive impact on selfesteem and therefore confidence to learn. Skills learned in pull-out settings often take time
to be transferred into a classroom, so through inclusive approaches new skills can be
directly related to what is being learned by the whole class.
An inclusive approach also has a positive impact on the whole class who learn to appreciate
that different learning styles and abilities can be catered for within the mainstream. All
students can benefit from having an additional LET professionals working inside their
classrooms alongside their main class or subject teachers. Here at RCHK we use a range of
ways to ensure that students’ needs are being met as there is no singular model of
inclusion. Teacher differentiation, appreciation of learning styles, flexible groupings, ongoing assessment, student choice, teacher observation, team teaching, small group
instruction are all options. In other words, while LET provision takes place predominantly in
the classroom, opportunities for small group or 1:1 pull-out programmes also exist for times
when explicit teaching or catch-up programmes are required.
The College’s mission statement clearly supports inclusion: RCHK strives to build a culture
which promotes peace and democracy, values diversity, and works towards a sustainable
future for all. The creation of an integrated Learning Enhancement Team (LET) in 2011
further demonstrates the College’s commitment to the philosophy of inclusion. The LET
vision created in 2014 further reflects our inclusive philosophy:
To promote an inclusive philosophy based on best practice.
To liaise, as experts, within the community.
To empower all students to achieve their goals and experience success.
Our drive for inclusion is likewise in keeping with that of the ESF Foundation, which
identifies it as one of its four core values.
Across the Foundation there is shared
understanding that inclusion means:
-
valuing and respecting the needs and rights of others;
-
ensuring equality and embracing diversity;
-
nurturing a sense of community and social responsibility;
-
building strong collaborative teams; and
-
developing responsible global citizens who are internationally minded and concerned
with sustainability
Our philosophy also aligns with that of the International Baccalaureate. IB documentation
(2013) states: that “Inclusion is an on-going process that aims to increase access and
engagement in learning for all students by identifying and removing barriers.”
FACTSHEET 3 - Individual Needs
The Learning Enhancement Team is involved in addressing the needs of all individual
learners, with a specific focus on Special Educational Needs, English as an Additional
Language and Gifted & Talented.
Special Educational Needs: Differences are apparent due to learning gaps or specific
challenges. Many students will have special educational needs of some kind during their
education. A smaller number of these students will have challenges that require ongoing
support.
These difficulties cover a wide range of needs which fall into the following
categories known within ESF as the Dimensions of Schooling:
-
Thinking and Learning
-
Emotional and Social Wellbeing
-
Speech and Language
-
Social and Communication
-
Motor and Coordination/Physical/Self Care
-
Medical
English as an Additional Language Needs: Differences are apparent due to the fact that a
student has not yet acquired sufficient language skills in one of more of the following
domains: Speaking, Listening, Reading and/or Writing.
Students acquire additional language proficiency at different rates. Some students need
short or long term support with English language acquisition in order to gain academic, ageappropriate proficiency.
Sometimes, students do not have difficulties just because their first language is not English.
Some of these children may have learning difficulties as well.
Gifted and Talented Needs: Giftedness is defined as natural, exceptionally high potential
or aptitude and can be categorised in four main ways: cognitive, creative, socioaffective
and/or sensorimotor.
It is important to note that a student’s needs may fall into one, two or even all three of
the above categories.
FACTSHEET 4 - How Can I Help my Son or Daughter?
Parents are often the first to identify that their son or daughter needs extra help. You
typically spend more time with him/her than anyone else and it is said that parents have
the greatest impact upon success. Teachers appreciate the commitment that you show to
home learning along with all the additional learning opportunities that you provide such as
the arrangement of extracurricular activities.
A few suggestions:
★ Share questions, comments or concerns with your child’s teacher(s) or with the LET
liaison teacher.
★ Listen to your child; encourage and praise so that self esteem remains high.
★ Find out as much as you can about Special Educational Needs, English as an
Additional Language and/or Gifted and Talented children: information will be
available from your local library or the Internet. The LET houses a collection of books
for parents and students.
★ Seek support and advice by attending RCHK Parent University sessions.
★ Provide RCHK with copies of all privately obtained educational and/or medical
reports.
★ Inform the class, subject or LE teacher if your child is receiving any additional
tutoring, therapy or medical intervention outside of school.
★ If your child is on the LE register at Level of Adjustment 2 or above for SEN, Intensive
RED for EAL, LOA3/4 for G&T, you will be invited to attend meetings to develop
either a Student Support Plan (SSP) or, if needs are more complex, an Individual
Education Plan (IEP).
★ Attend all invitations to meet regarding your child. If you do not attend, you cannot
pass on your views, experiences and insight.
★ Your thoughts are always welcome and so feel free to contact us at any time.
FACTSHEET 5 - The Learning Enhancement Referral Process
The Learning Enhancement Team (LET) continually and systematically monitors the process
of all students in school. As well as relying on identification of concern and referrals from
class teachers, the LET analyses data from standardised assessments to look at students who
appear to be progressing outside of what is usual and appropriate for their age.
An SEN student referral would be made to the LET when a teacher has concern regarding at
least one the six Dimensions of Schooling: Speech and Language; Motor Coordination,
Physical and Sensory Processing; Social Communication; Emotional and Social Wellbeing
and/or Thinking and Learning
An EAL student referral would be made to the LET when a teacher has concern regarding at
least one area of literacy and the student is not a native English speaker.
A G&T student referral would be made to the LET for G&T when a teacher notices an
exceptional ability.
When differences are apparent, the Learning Enhancement Team initially consults with the
class/subject teachers to consider what differentiation strategies are currently in place and
to introduce new ideas. If learning differences continue to exist, the class teacher, subject
teacher, Year Level Coordinator (primary school) or Head of Year (secondary school) will
make a formal referral to the Learning Enhancement Team. When this happens parents will
be informed.
The Learning Enhancement Team will then, through observation and assessments, explore
the nature of the differences.
Recommendations will then be made about whether the student needs:
-
no additional support
-
in-class teacher differentiation
-
short-term LET intervention(s)
-
on-going LET provision (educational assistant and/or teacher)
-
Referral to the Well-being team
-
follow up evaluation
These recommendations will be shared with you as well as relevant teachers and a record
made on the ESF Gateway system.
FACTSHEET 6 - The Learning Enhancement Register
Three separate registers held within the ESF Gateway system. They are:
Special Educational Needs
The ESF uses a six-level matrix to appropriately place students on the SEN Learning
Enhancement register. The provision at RCHK caters for Level of Adjustment 0 (all
students), Level of Adjustment 1 (additional differentiation provided by the class/subject
teacher)
and Level of Adjustment 2 (ongoing differentiation/additional LE provision).
Parents will be notified if their child is placed on the register at LOA 2 and an LET liaison
teacher will be assigned.
English as an Additional Language1
The ESF uses a 3-colour traffic light system. Green/Low reflects multilingual students who
have acquired sufficient English proficiency to assess the curriculum. Amber/Moderate
reflects multilingual students who are building toward English proficiency. Red/Intensive
1
reflects multilingual students who are struggling to access most of the curriculum through
the medium of English. Parents will be notified if their child is placed on Red/Intensive
level of need.
Gifted & Talented
The ESF identifies six levels of differentiation. Parents will be notified if their child is
placed on the register at level 3 or above.
A student may be on one, two or even three of our registers simultaneously and placements
are flexible. Student placements are regularly reviewed the LET and feedback given to
both parents and class/subject teachers via an assigned liaison teacher.
FACTSHEET 7 - Team Around the Child (TAS)
The process to place a student on the SEN register and to later review a student’s Level of
Adjustment placement at RCHK will take place through a Team Around the Child (TAS)
approach.
On the team will be LET members as well as other members of the school
community such as class/subject teachers, Year Level Coordinators/Heads of Year, the
RCHK administrative and, at times, external experts and therapists. The purpose of the
Team Around the Student is to effectively analyse a student’s profile and needs in order to
design the most suitable provision.
FACTSHEET 8 – Student Support Plans and Individual Education Plans
If a student is placed on the SEN register at LOA2, the Learning Enhancement Liaison
teacher will, in conjunction with other relevant parties, create a Student Support Plan (SSP)
or Individual Education Plan (IEP).
An SSP or IEP may also, at times, be created for students who have been identified as EAL
Red or G&T level 3 and above.
SSPs and IEPs include:
● strengths and challenges
● SMART targets i.e. what your child needs to learn next and by when
● the support/interventions your child will get, including who will give this help and
how often
● materials and equipment to be used
● how and when your progress will be checked
● teaching strategies
● home strategies
● external agency information
For a student placed at Level of Adjustment 2 on the SEN register, a Student Support Plan
will typically be created at the start of each academic year and reviewed each semester; an
SSP is a working document created to provide details of provision that is additional or
different from that generally available for all students.
At times, a decision may be made to create a more detailed Individual Education Plan (IEP)
rather an an SSP. They will typically focus on 3-4 key individual targets which will be
updated as they are reached.
SSPs and IEPs are created in collaboration with class/subject teachers, LET Liaison, parents,
the student and any other professionals working with the student (Occupational Therapists,
Speech and Language Therapists, Physio Therapists, Counsellors, Educational Psychologists,
Medical Doctors etc) and shared by the LET liaison teacher with all relevant parties - the
student, parents, teachers, year-level coordinators, heads of year, college administrators
and, with parent approval, external agencies. SSPs and IEPs are placed on the Gateway
system to allow teachers easy, on-going access.
FACTSHEET 9 – Annual Reviews for Special Educational Needs
Once a student is placed on the SEN register at Level of Adjustment 2 or above, his/her
progress must be reviewed. This should be done annually for a child who is placed on Level
of Adjustment 3 and in some cases will be suitable for students at LOA2.
The Learning Enhancement liaison teacher will be your point of contact and will arrange
review meetings with you. This is a chance for you to offer your views. To prepare for an
AR meeting, parents would be asked to consider the following:
o How do you feel that your child has progressed since their last review? What has pleased or
concerned you?
o What successes has your child had recently, either at home or at school?
o What strategies have you found useful with your child?
o What has your child found difficult, either at home or at school?
o What help can you offer in terms of supporting your child? Simply tick or add comments: help
with homework/ hearing your child read/ playing games with your child
o What further help do you feel we could offer to support your child in school?
o What do you feel will be your child’s needs for the upcoming academic year?
o What help or resources can we offer you to help you support your child at home?
o Do you have any concerns about your child’s health and emotional well-being this year?
The Annual Review process is in four parts:
● collecting information, including a chance for you to give input
● holding an annual review meeting, to which you will be invited
● report generated which will be copied to you
● report and data collected from RCHK and sent to the ESF SEN administrator
FACTSHEET 10 - Parent Funded Educational Assistants (PFEA)
The ESF allows or requests parents under certain circumstance to fund an Educational
Assistant to support their child. There may also be a situation where a student would
significantly benefit from this as a short term intervention to meet a specific need.
Rationale
Three types of needs that can be supported. These are health and personal care needs,
the safety of students and staff, and curriculum access.
There are three main situations where the employment of an Educational Assistant by
parents would be considered. They are:
-
Where it is agreed by both school and parents that a child, in school, is not making
satisfactory progress, despite extra support given in school, after the school has
exhausted all their own resources;
-
Where, on interview, it was felt a child could only be placed in a mainstream setting
with significant support that went beyond the school’s capacity.
-
Where it was felt a child would significantly benefit from a short term intervention to
meet a specific need.
This could only be actioned where both parties agreed that the extra provision was
necessary to allow the child to make the progress needed or to access the curriculum in a
mainstream setting, or to meet a specific need. In most instances, this would be a short
term intervention that would be 2 terms in length with the option to increase it when
necessary.
For a child to have a Parent Funded Educational Assistant they would have to be on the LET
register at LOA 2 or above, unless there is a medical reason when a child may not be on the
register (low incidence, high risk).
If required, please request access to more comprehensive information on guidelines for
PFEAs.
FACTSHEET 11 – External Agencies
The LET can provide information on external agencies in Hong Kong who may be able to
help and support your child. Our information on educational psychologists, therapists and
other practitioners has been compiled with the intention of letting parents know some of
the options available within the wider community. It is important for parents/carers to note
that the names on the list are NOT recommended by our school. Parents are welcome to
explore their own contacts or to offer us additional contacts to add to our database.
The cost of consulting experts in the wider community is paid for by parents. RCHK will
not negotiate costs, get involved with any financial dispute nor transfer money between
parties.
Some observations, assessment and therapy can be accommodated for at school (with least
disruption to the students education) in collaboration and consultation and approval from
the LET and classroom/subject teachers. Only students who require external services to
enhance their access to the curriculum and are placed on the SEN (LOA2)/EAL (RED)/G&T
(LOA3) register would qualify to receive such provision on campus.
ESF and RCHK
believes in the transdisciplinary approach as the current model of best
practice and access to campus is negotiated with all external service providers.
Please request to see our therapy guidelines for more information.
Educational Psychologist’s Assessment
Educational psychology services promote learning, attainment and the healthy emotional
development of children and young people aged 5 to 19, through the application of
psychology. The service assesses the educational needs of children and advises on how those
needs should be met. Typically, an Educational Psychologist’s assessment:
-
takes place within the context of school and may involve, for example, observing (in
the classroom and playground), discussion with parents, input from teachers and
others who know the child well, and the use of standardised psychometric tests and
measures.
-
is completed in the format of a report followed up with a feedback meeting.
-
advises parents, teachers and other school staff on how to support the educational
needs of an individual student.
If a student’s progress consistently falls beyond what is normal and expected it may be
appropriate for parents to refer their child to an educational psychologist for a detailed
assessment. There may also be times when RCHK might recommend such an assessment in
order to support a student’s application for accommodations in external assessments and
examinations (more information in Factsheet 12).
Parents should share any reports in full with the LET as this will enable us to determine the
best provision for your child. Information will be shared on the Gateway system to allow all
relevant staff to view.
Occupational Therapy
Aims to provide a comprehensive view of a child’s skills in partnership with parents and
other key individuals in a child’s life by offering a coordinated assessment and consultation
process, utilising standardised and non-standardised assessment tools.
Occupational Therapy focuses upon the following areas:
Self Care/ Self help skills
Does the student have problems to manage everyday tasks of dressing, toiletting, coping
with lunchtime, school transport, manage classroom outings /responsibilities?
Environmental
Does the student have any difficulties negotiating the school environment e.g. stairs,
playground, using gym equipment, access in/out of buildings/classrooms?
Management and handling of equipment, tools and materials
Does the student have difficulties using writing tools, scissors, science and cooking
equipment, handling materials and tools for design and technology/craft/art, accessing IT?
Social interactions
Does the student have problems to work co-operatively with peers and others, form and
maintain friendships, sharing, turn taking, negotiating?
Task behaviour and completion
Does the student have problems with initiating and carrying through task, maintaining
attention, working independently, problem solving, able to organise themselves and
materials for the task?
Behaviour
Does student have problems with being confident in their abilities, able to cope with
difficulties/change in routine/frustration
Are they motivated, helpful, cooperative?
Speech and Language Therapy
Aims
to
increase
effective
communication
skills
in
individuals
who
experience
communication difficulties and to promote development of language, speech, behaviour and
interpersonal skills by working in the context of a team, and in partnership with parents,
teachers, and other professionals. Speech and Language Therapists use a combination of
goal-focused conversation, learning strategies, play and role-play.
FACTSHEET 12 - Assessment Accommodations
At RCHK students undertake ongoing assessment throughout units of inquiry. There are also
standardised assessments in certain year levels and,ultimately, Year 13 students will take IB
Diploma examinations.
All tasks and assessments across year groups are designed so that students can show their
progress and their abilities.
Will my child get extra help to do assessments?
It is important that a student with special needs is not disadvantaged in assessments and
examinations. However, it is equally important that academic standards are maintained.
Each student's need for alternative assessment or examination arrangements must be
considered individually. External assessment accommodations for the student, will need to
meet the criteria as set by the examining body and would predominantly be determined by
an Educational Psychologist. Internal assessment accommodations for students on LOA1 and
2 may be determined from within LET after consideration.
Your child may be eligible for assessment accommodations if s/he:
❖ Normally benefits from extra help in the classroom
❖ Has an Educational Psychologist report with recommendation
❖ Is recorded by the school as having special educational needs.
❖ There is a list of eligible students housed with the LET and on the gateway.
If no-one in school has mentioned assessment accommodations for your child and you
believe he/she is eligible, please contact your child’s class/subject teachers or the LET
liaison teacher.
Possible accommodations include:●
Amanuensis - scribes
●
Bi-lingual translation dictionaries - Aids for EAL learners.
●
Extra time of up to 25% - Requests to extend the time permitted to complete
examinations or written assignments should be approved when there are significant
demands on reading and writing skills. Split examination sessions may be necessary in
some circumstances.
●
Modified enlarged papers - Clearly separate questions on the examination paper. Use of
alternative examination designs. Some students with learning disabilities may find essay
formats difficult. Multiple choice questions in language aimed to trick may be very
difficult for people with a hearing impairment or learning disability.
●
Prompters – A candidate with an obsessive-compulsive disorder may need guidance to
move onto the next question or to have a guide for time limits with questions.
●
Readers (computer read aloud) - Being aware that misreading of a key word is much
more likely for students with certain disabilities, especially a learning disability.
●
Scribes - Poor handwriting or spelling may not necessarily indicate an immature or
uninformed examination answer; instead it may be the result of a disability.
●
Separate invigilation with the centre - Arrangements can be made for students to sit
examinations in a separate, quiet room. This may also be desirable where the student
requires the use of an aid which might cause distraction to other students.
●
Supervised rest breaks - Rest breaks may be necessary during examinations, particularly
for students with chronic pain or impaired concentration.
●
Word Processors - Consideration can be given to permitting the use of a reader, scribe,
word processor, tape recorder or typewriter.
There are, however, times when accommodations cannot be given. For example, help with
reading during reading tests.
FACT SHEET 13 – Transitions
Transition takes place every year for students at RCHK. More prominent times for transition
occur when a child moves from Kindergarten into Year 1; from Year 6 to Year 7, from Year
11 to Year 12 and on leaving RCHK in Year 13. Each of these stages has its own nuances
when a child on the LET register may require additional thought and preparation. The
Learning Enhancement Team is dedicated to providing smooth transitions for students on
our registers.
Entry into Year 1
The LET may be asked for representation on the admissions panels for any year group (when
requested), and where necessary. However, in Y1 there is a large team to support the
admissions process. We are dedicated to supporting students in demonstrating their best on
the day. We support both language and social and communication needs in helping
determine if students are able to access the provision and curriculum at RCHK with or
without LET support.
When a child is entering into RCHK from an kindergarten, a visit will be made to the
kindergarten from representatives of RCHK in the November following application in the
September and prior to the interviews in January. Not all children will be visited; it is at the
discretion of the admissions team.
Information can be passed from the kindergarten at the request of the parents, but should
be given to RCHK at or prior to the interview. All information provided will be used in order
to best support the transition to RCHK and in placement of the child into the Year 1 class.
Year 6 to Year 7
When your child reaches the end of Year 6 (aged 10/11), they will be part of the transition
to secondary school. There will be a transition meeting where your child’s needs will be
considered. All dates regarding transition week will be on the school calendar. Questions
and concerns regarding transfer can be addressed to the Year 6 Level Coordinator or to your
child’s LET liaison teacher.
Year 11 to Y12
The majority of our Year 11 students remain with us to undertake the IB Diploma or IBCP
programmes. However, at times it may be that such pathways are not the most suitable for
a student. Our Year 11 LET Liaison Teacher, The Head of Year Eleven and/or the MYP/DP
Coordinators are always available to provide feedback and advice to you on Post Year 11
pathways and options for your child.
Transition to other schools
There may be other points throughout your child’s schooling when he/she may transfer to
another school. If a child is transferring to another ESF school from any year group and is on
the LET SEN register his/her information will be electronically passed on to the new ESF
school. If you are intending to place your child into a school outside of the ESF, you may
request that the SEN information be passed directly to yourself so that you can take it to
the next school.
Leaving Hong Kong
If you know in advance that you are going to be leaving HK, please inform the school
administration with as much time as possible. This helps us to prioritise the place for
another child.
Factsheet 14 Admissions and Review Process (ARP)
In occasional cases RCHK does not provide the best provision for your child across ESF and in
this case we may defer to the ARP (Admissions and Review Process). This group who will
assess placement across all ESF provision using a Moderation Panel.
ESF Students with special needs who already access LET provision have the highest priority
on the ARP waiting list for placement at other ESF schools. The decision is based upon an
assessment by members of the ARP panel using the 6 Levels of Adjustment matrix in
observation of the child in their own and/or proposed setting, and upon evidence of student
progress presented by the student’s current ESF school. This evidence will include an
Educational Psychologist’s report within the past 12 months, and any other relevant
therapist’s report, observation of the student and conversations with teachers and parents.
The procedure would be:
1. Completion and submission of Re-assessment Referral by school or parents
2. Observation carried out by Moderation Panel
3. ARP Panel decision
The ARP is the Admissions and Review Panel. They are the group that determines
appropriate school placement for a student. The primary purpose of the SEN admission and
review process (ARP) is to inform placement of students who are applying for or transferring
into/out of a special educational needs (SEN) provision within ESF. The Moderation Panel
(MP) for the ARP includes a multidisciplinary team of SEN leaders, led by the Head of
Student Support. Members of the panel gather information from professional reports,
student observations, teacher interviews, and parent interviews in order to recommend the
most appropriate school placement for students.
The
Admissions
and
Review
Panel
receives,
evaluates
and
makes
placement
recommendations regarding applications for entry to ESF Learning Support Centres (LSCs)
and Jockey Club Sarah Roe School. The panel is made up of Jonathan Straker (ESF
Admissions) Nicki Holmes (ESF SEN Advisor), Laura Ferretti (Kindergarten and Primary SEN
advisor)
the
ESF
Therapy
Centre
Educational
primary/secondary special needs teams across ESF.
Psychologists
and
staff
from
the
If, after reading this factsheet you have further questions please contact Ms Cindy Gazeau
at the Education Development Centre [email protected] .
Glossary
Annual Review
A yearly review of a statement of SEN.
Admissions and Review
A ESF group which plays a consultative role in the ESF-wide school
Process (ARP)
placement of children with special educational needs.
Assessment
Accommodations
“To reflect the IB’s inclusive approach to education ... the IB believes that all
candidates be allowed to take their examinations under conditions that … allow
them to demonstrate their skills and knowledge adequately” (IBDP handbook,
2014. P1)
Differentiation
Strategies which help teachers meet the needs of all students
within one classroom
Dimensions of Schooling
Term used by ESF to refer to different types of special educational
(DoS)
needs.
Educational Assistant (EA)
An assistant providing in-school support for pupils with individual
needs.
Educational Psychologist
Plays an important role in assessing educational needs and in giving
(EP)
recommendations and advice to you and the school.
English as an Additional
Refers to a child acquiring English as an additional, not a first,
Language (EAL)
language.
External Agencies
Para-professionals who work in the education field. Eg: tutors,
therapists, counsellors, doctors and psychologists.
Gateway
ESF database where LET records are stored.
Inclusion
Philosophy in which wtudents with specific individual needs are
included in mainstream schools.
Individual Education Plan
This is a detailed plan, examining what a student can do now, what
(IEP)
he/she needs to do next and how this is going to be achieved.
Intervention
A programme or strategy to support a student’s learning.
Jockey Club Sarah Roe
Am ESF school only for children with Level of Adjustment 5 or 6
School
special needs.
Learning Enhancement
RCHK team of teachers and educational assistants who specialise in
Team (LET)
individual needs across all year groups.
Levels of Adjustment
The ESF scale which documents the amount of support/provision a
(LOA)
student with special needs will require.
LET Liaison Teacher
Person assigned from with the Learning Enhancement Team as a
point of contact for parents and teachers.
Student Support Plan
This is a plan for a student outlining what a student can do now,
(SSP)
what he/she needs to do next and how this is going to be achieved.