The students participate in their grade level classes and receive targeted individualized support

Student Support

AISB is an inclusive school. Our vision for Inclusive Education is that we achieve excellence together by all students receiving the support they need to meaningfully belong to their school and wider community, feel valued for their contributions, engage purposefully in learning and experience academic, cultural, social and emotional success in a common learning environment. 

 At AISB, we welcome children with a range of learning preferences, including students of determination (students with special education needs and disabilities), students who are gifted and talented and students who are English Language Learners.

We must give children in need of support the help necessary for them to succeed in their studies

Learning Support

AISB offers personalized learning solution to enable new learning models to power innovation and achieve personalized and competency-based learning.

The new learning models have the power to dramatically improve student success with high-quality, scalable teaching and learning. Improve access, equity, and opportunity for all students with personalized, competency-based learning.

Our Learning Support Team comprises teachers with a range of expertise who work closely with classroom teachers.

The Individual Needs department also supports children with English as an additional language (EAL)

AISB Student Support Services

AISB offers personalized learning solution to enable new learning models to power innovation and achieve personalized and competency-based learning. The new learning models have the power to dramatically improve student success with high-quality, scalable teaching and learning. Improve access, equity, and opportunity for all students with personalised, competency-based learning.

Our Learning Support Team comprises teachers with a range of expertise who work closely with classroom teachers. A variety of strategies are used to best meet the learning needs of all students. These may include:

  • small group instruction
  • 1:1 instruction
  • support within the classroom
  • differentiated assessments
  • Individualised Education Plans
  • Speech & Language Therapy
  • Occupational Therapy
  • Individualised Learning Program

The Individualised Learning Program or ILP serves a small group of students who benefit from specialised teaching, a differentiated day or schedule, mainstreaming and small group scenarios. The support team works with each child and family to design a program that is appropriate, and to review and adjust the plan at regular intervals.

The classroom and specialist teachers and the dedicated support team work closely together to support ILP students and the rest of our students. The students participate in their grade level classes and receive targeted individualised support outside of mainstream classes based on their needs.

The Student Mentoring Program is a special volunteer program that provides individual support for students who might benefit from one-to-one time with a caring volunteer.

Volunteers, in partnership with teachers, help individual students of all ages in areas of special interest or need. Children can join the program through a referral from their teacher or the Learning Support team member or through a request from the parent or the child him/herself.

Occupational therapists evaluate referred students and, where necessary, help them to develop, improve and practice tasks and activities of daily living both in school and at play, enabling students to become more functional, successful and independent. An important part of the treatment process is close cooperation with the parents, other therapists, class and learning support teachers.

The program involves the treatment of:

  • Gross Motor Skills

For good gross-motor control, we need regulated muscle tone, good posture, coordinated and fluid movement. Some children have low muscle tone, so they need to use much more effort to coordinate their movements. This may result in concentration problems, difficulties sitting still, tiring easily and poor posture whilst sitting.

  • Fine Motor Skills and Handwriting (including Vision)

For good fine-motor control, we need well-developed and differentiated shoulder, arm, and hand movements, correct use of force, and bilateral coordination. This enables us to use precise grips and both our hands together in a skilled manner. Some children are unable to use their hands with palms facing upwards. This may result in poor handwriting, clumsy grasp and release skills, difficulties with shoe tying and buttoning. For many fine-motor skills we also need good visual-motor (hand-eye) and visual-perceptual skills in order to basic skills like cutting out a picture, hammering in a nail, or writing on lined paper.

  • Sensory Processing and Integration

In order to be successful in school, where cognitive and perceptual skills are most important, a child has to be well-organized and attentive and be able to carry out complex tasks in a step-by-step, logical way in order to complete assignments.

Some children have problems starting a task, because they cannot remember what the teacher told them to do. Some have difficulty putting their thoughts down in writing; they may have lots of ideas, but no structure. Without good sensory-motor development, as described above, this process is hindered and prevents the child from achieving their true potential.

The role of a Speech and Language Pathologist (SLP), also known as a Speech and Language Therapist (SLT), is to identify, evaluate and treat speech, language and communication problems in individuals of all ages to enable them to communicate to the best of their ability.

Strong emphasis is placed on multi-disciplinary team liaison and close collaboration with parents, teachers, learning support, therapists and other communication partners. This practice offers the best support options for students with communication difficulties and encourages carry-over of communication in all of the student’s environments.

SLPs assist students who present with:

  • Speech Difficulties:

Articulating sounds, producing words; using augmentative/alternative communication systems (sign language, pictures symbols, voice output computers); speaking fluently (stuttering, cluttering, rhythm).

  • Language Difficulties:

Understanding language/following directions; expressing language (learning/retrieving words, constructing sentences or expressing ideas, wants, needs); auditory memory for words, sentences and conversation speech; awareness of sounds and sound combinations (phonological awareness); understanding written language; reading and writing abilities.

  • Social Communication Difficulties:

Understanding/using non-verbal language (gestures, eye contact); communicating in social situations (taking turns in conversations); cognitive communication (reasoning, problem-solving, memory, and narrative organization).

  • Voice and Resonance Difficulties:

Voice quality (hoarse/breathy/strident), voice resonance (hyper/hyponasal); voice pitch/volume (too high/too low, too loud/too soft); loss of voice; laryngectomy.

  • Oral-Motor, Feeding, and Swallowing Disorders:

Weakness in the muscles used for talking and eating; drooling; swallowing solids, soft foods or liquids; chewing/controlling food in the mouth; initiating a swallow; coughing, choking, throat clearing, gurgly voice after eating/drinking; excessively slow eating associated with weight loss; signs of aspiration (repeated pneumonias).

  • Cost Coverage

At AISB, the Speech and Language Pathologist provides assessment and treatment services which are billed to parents through invoice from the school. Some students may be eligible to have their therapy funded by the local authority (Kommun) which covers the place in which you live.

While addressing the academic, social, and emotional needs of students, counselors also act as a bridge between teachers and parents, working to create an environment where every student will have the tools they need to fulfill our school mission. The programs are preventative, collaborative, developmental and remedial in nature. Counselors work with students on a range of issues, for example:

  • Communication and relationship building skills with peers, parents, and teachers
  • Time management and study skills
  • Stress management
  • Anxiety reduction
  • Self-esteem
  • Management of peer pressure
  • Transitions

Counselors support students who face learning and personal challenges. We may refer parents of students requiring ongoing therapies to outside service providers.

Counselors see students individually, in small groups, in the classroom and in informal settings. The counselor offers monitoring, consultation to teachers and parents, in-class programs and group work as well as individual sessions to students who have been identified as having social or emotional needs which affect their learning and/or relationships at school.

Why AISB ?

We believe that the diversity of our student-body provides the foundation for creating involved global citizens; and building an inclusive and caring community is integral to our work. As we develop each child’s personal feelings of safety, competence and self-worth, we emphasize the development of caring and respectful attitudes towards others.