In 1995 the Learning Support Program was introduced at the lower campus. Implementing the program was in coherence with the school’s mission and Quaker values. Over the years and in the midst of all the challenges, it has developed to become a pioneer model in inclusive education in Palestine.
The program was implemented adopting an inclusive philosophy. Inclusion is a value that supports the rights of children, regardless of their diverse abilities to, participate actively in natural settings. As we share the knowledge to meet the needs of children with challenges we improve the quality of education for all children in the classroom.
RFS sees inclusive education as an integral part in raising standards. We feel that a successful inclusive school must, above all, provide a caring and trusting environment
Inclusion is an on-going process, not a place, service or setting. Inclusion is providing more options for children as ways to learn. It's structuring schools as communities where all children can learn.
The program was started by one full time special educator. The initial stage in the program was implemented at the lower elementary level as early detection is essential; the Kindergarten was involved in the program that same year. To support the program, a resource room which includes a variety of multi-sensory learning resources was established.
As students were graduating from the elementary ( lower ) school, by 2003-2004, the first steps in providing learning support services were extended to the upper campus. Currently the learning support team in both campuses consists of a full time Learning Support Coordinator, and two full time learning support teachers at the lower campus, and a full time Learning support coordinator and three full time learning support teachers at the upper campus .In addition to seven individual learning support teachers who are supported through parents' contributions and donations mainly from individuals from the local community.
RFS' Learning Support Program (LSP) is the first and only inclusive education program in Palestine. Our aim is to care for each child’s specific needs, these include educational, physical, behavioral, emotional and social needs. It has proven tremendously successful since its adoption in 1995.
Stemming from our full determination and belief to provide opportunities of success and achievement for children with challenges in our school, we continue to develop the program. To support the LSP, a resource room was established at the lower and upper campuses, and over the years with the Building an ongoing multisensory resource from the learning support team, we were able to develop a wide variety of multi-sensory educational resources.
The entire RFS community is responsible for the progress of all students. The LSP staff and faculty collaborate to ensure all students’ needs are met and given a chance to succeed in all aspects of RFS life. We support students with needs by using a variety of strategies, including:
· In-class support
· One-to-one support where the learning support team works with students in developing basic skills in literacy and different kinds of skills.
· Partnership support—where the learning support team works in collaboration with all teachers, counselors and school administration to address students' needs.
· Adaptation and modifications to the curriculum to meet the individual needs of students .
· Special assessment arrangements.
· Continuous advice and guidance to parents and teachers.
· To aid the student /s in learning as effectively as possible both in group situations and individually, inside and outside of the classroom.
· Liaise with and give advice and training to fellow teachers. Support staff in understanding the needs of a diversity of students.
· Liase with external agencies.
· Update and maintain records on student’s progress; development and implementation of academic Plans
· Building an ongoing multisensory resource.
· Actively contribute to the development of a positive inclusive ethos at the school, raising staff awareness of inclusion.
Early detection and intervention is essential in promoting learning for young children. We work closely with the pre-school team in identifying and assessing student needs from the time students begin at RFS.
* LSP Services:
The school provides educational services and support for students with diverse educational needs, based on their individual evaluation and diagnosis. These are provided by the school and by external specialists. Educational and behavioral goals and strategies for students' progress are recorded and reviewed regularly in an Individual Education Plan (IEP). Most students receiving Learning Support services fall into the category of learning difficulties. However, the school is continually opening opportunities for students with identified needs ranging from physical and sensory difficulties to specific syndromes.
If there is to be successful inclusion of students with identified needs, adequate support in the classroom both for the students and the teachers must be ensured. Learning support assistants in the classrooms work in partnership with the teacher to assist the students in achieving a successful educational experience.
We seek to improve the quality of education and to provide opportunities of “success for all”, creating a positive school environment that respects and values differences. Despite finite resources, we are determined—with our strong belief in the values and principles of inclusion—to continuously develop our program. Our students are a source of inspiration to our school community. Together we will help develop communities that value all people and promote equal opportunity.
* FAQs:
1. When did LSP start?
LSP started at the Lower School in 1995 with only one full-time teacher. It now extends to the Upper School with seven full time teachers in total.
2. What is the school's guiding principle regarding LSP?
We believe that education is for all. we welcome and value all children equally no matter what their special need or difficulty is. We are committed to providing equal access for all children and believe that everyone is entitled to an education.
3. Who implements the program?
The LSP team consists of a program coordinator at each campus with two full-time and one part time teacher in the Lower School, three full time teachers at the upper school and a group of individual teacher assistants as needed.
4. How many students are being supported by LSP and what are their challenges?
On both campuses, almost 45 students are currently supported by LSP. They include among others, children with Cerebral Palsy (CP), Specific Learning Difficulties, Dyslexia, Dyspraxia, Speech and Language Difficulties, Mild visual Impairment, Attention Deficit Hyperactivity Disorder (ADHD), Down's Syndrome, Autism, and Williams Syndrome.
5. Are there any admission restraints?
All children have the right to apply, however admission depends on the availability of vacancies and on the school's staff capacity and physical accessibility in addressing the child's needs.
6. What are the elements of implementation?
Screening and evaluation, Individual Educational Plan (IEP) depending on the student need development, regular parent involvement, implementation within the regular classroom setting, regular IEP reviews, student assessment based on IEP objectives, and working in close collaboration with specialists to offer targeted interventions through therapies and consider these services essential within a balanced program for students who require this kind of intervention.
7. How is the program supported?
LSP is supported by the school's budget, donations and parent contributions.
8. What are the educational resources available?
Resources rooms include a variety of learning materials and aids (visual, auditory, tactile/kinesthetic), software programs and books in Arabic and English Language
