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LEARNING DIVERSITY POLICY

Primary School
DECEMBER 2016
AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Table of Contents
Philosophy Statement ............................................................................................................................ 3
Statement of Purpose ............................................................................................................................. 3
Primary School Diversity Team ........................................................................................................... 3
AISM's Capacity for Service ..................................................................................................................... 3
AISM Definition of Terms: .................................................................................................................... 4
Diversity Team in the Primary School (ELC - Grade 5)............................................................................. 6
Primary School Diversity Team Roles: ............................................................................................... 6
Policy Review .......................................................................................................................................... 8
Appendices .............................................................................................................................................. 9
APPENDIX A: CONSULTANCY SERVICES ............................................................................................ 10
APPENDIX B: LIST OF STANDARDIZED TESTS .................................................................................... 18
APPENDIX C: AISM PRIMARY SCHOOL REFERRAL PROCESS ............................................................. 20
APPENDIX D: AISM PRIMARY SCHOOL REFERRAL FORM.................................................................. 21
APPENDIX E: NUMBERS OF STUDENTS OF CONCERN SY 2016-17 .................................................... 22
APPENDIX F: REFERENCE DOCUMENTS............................................................................................ 23

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Philosophy Statement
At AISM we believe that all of the students in our academic programs have the right to a positive
environment where learning is fostered, and enriching experiences are provided. We are sensitive to
the fact that all students are individuals in terms of their intellectual and physical abilities, and their
social and emotional needs.

We strive to provide all of our students with the necessary support so they can achieve their
personal potential and have the ability and opportunity to participate in a balanced variety of
educational experiences. We differentiate within the curriculum and adapt teaching strategies to
meet the needs of each child. We subscribe to the belief that all students have unique strengths and
talents.

At AISM, we recognize that differentiation is essential. We collaborate and plan closely with our
colleagues, including support teachers and coaches. We aim to engage all students through knowing
them well, and providing a supportive and challenging learning environment, which provokes inquiry
and risk-taking. We challenge each child appropriately according to his/her own ability while
maintaining the integrity of their independent journey, and keeping improved student learning as
the core focus. We are flexible and diverse in our instructional and assessment practices to
accommodate a wide range of capabilities and allow for strengths and talents to lead expression and
understanding. We use real-world application to demonstrate knowledge and skills across different
contexts. We collaborate with families in a Heres how we can work together approach.

Statement of Purpose
Teachers, parents, and students have clarity of understanding with regards to the learning support
services offered by the school. Learning diversity is considered a whole school matter and all
teachers are teachers of students with diverse educational needs.

While all community members share this belief, the organizational delivery of the academic
programs differs across the school. Thus, when we put our shared philosophy in practice, our
resources and our support are arranged in different ways. The intention of this document is to
outline the means by which we address student diversity throughout our school.

Staff
Primary School Diversity Team
Learning Support Coordinator
English for Speakers of Other Languages Teachers
Literacy Coach
Mathematics Coach
Counsellor

AISM's Capacity for Service


Mozambique is a Portuguese-speaking country. The capital city of Maputo does not have an
extensive range of consultation services especially those that deliver services in English or for
educational purposes. There are, however, a wider range of educational and occupational
therapists, learning support specialists, psychologists, psychiatrists, and educational assessment
centers in South Africa. The school counsellors and learning support teachers maintain a
comprehensive list of qualified professionals to whom we are able to refer parents and students.
These outside professionals offer services that assist in catering for the educational needs of our
community. We do not administer psycho-educational testing in-house.

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

The AISM Admissions Policy describes the level of support of which we currently have the staff and
training to provide to students. We make purposeful decisions regarding admissions, placement and
programming, keeping in mind the support services we have available. We often rely on information
and open disclosure by parents regarding their child/childrens previously identified learning needs.
We endeavor to serve our existing students to the full extent of our abilities and expertise should
they develop learning support needs while they are members of our community, so they may
continue their educational experience with us. Administrators, counsellors, teachers, and/or other
support staff members share responsibility for providing guidance and support to students.

AISM Definition of Terms:

Inclusion
Inclusion is an on-going process that aims to increase access to the curriculum and engagement in
learning for all students by identifying and removing barriers. Learners acquire knowledge and skills
via different rates, and benefit socially and academically through working with others with strengths
other than their own. Our classroom teachers can adapt to students' needs by adapting tasks to
accommodate various learning styles and implement differentiation strategies as a matter of best
practice, providing accommodations to best support the student, modification if necessary, and
assistive technologies as recommended by the Diversity Team Member.

Accommodation
An accommodation may be an alteration of environment, curriculum format, or equipment that
allows a student with disability to gain access to content and/or complete assigned tasks.
Accommodations do not change curricular expectations for each grade level. They are designed to
increase opportunities for success of the student. When implementing accommodations,
AISM teachers:
Focus on student strengths.
Use least intrusive intervention.
Prioritize and implement only needed accommodations.
Implement a few accommodations at a time.
Review and adjust accommodations as needed.

Differentiation
Differentiation is modification to practice, process, products, content, assessment and/or
environment as teachers respond to the diverse learning needs of students using a method of
continued review and adaptation of goals and learning methods within a classroom. Differentiation
strategies in the classroom and during assessment are those where the student meets the same
objectives for the task via different pathways. Students may be given extra guidance or support in
the process leading up to a task, or might produce a product that is delivered in an alternative
format. AISM teachers may offer the following differentiation in their classrooms on a regular basis:
Providing personal assistance to an individual learner by a classroom teacher or member of the
Diversity Team.
Adapting the approach, required skill level, or the expectations for how the learner may
approach the work.
Providing a variety of ways instructions are delivered and teachers scaffold the content (i.e.
through oral, visual, media presentation, practical demonstrations, or guided instruction).
Offering a variety of assessment products to meet the objectives (i.e. a written or an oral report;
a written or a visual reflection; a critical or creative presentation).
Setting up group projects where the combination of students strengths and skills interact
collaboratively to cover the same objectives for the task.
Providing further challenges on a task to engage the student in higher level thinking.
Use of transferable skill or knowledge.
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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Modification
Modifications comprise a change in the curriculum for students who are unable to comprehend all
of the content being taught. Modifications may also be made to assignments or assessments to
ensure that the student meets with success. Modifications to assessment tasks involve changing or
adapting the objectives of a task to suit a students individual needs:
Adjusting the objectives or required outcomes a learner is expected to complete in order to
meet with success in a given task (i.e. secondary school: the number of sources required in a
research paper, the number of comparative points to be made in an essay, the number of
examples given to support an argument).
Extending the amount of time given to complete a test/exam/summative assessment.
Using, and/or providing an alternative setting to facilitate the use of, assistive technology (i.e.
calculators, use of dictionaries, laptops for word processing, scribes, or readers) in summative
assignments.
In some cases, where students are very advanced in certain subject areas, teachers may consider
compacting the curriculum and offering extension/enrichment/independent line of inquiry.

Communication
We believe that parents should be treated as valued partners and are encouraged to be actively
involved in their childs education. Communication with parents is ongoing and meaningful.
Teachers and administrators are able to provide advice and support, and strive to maintain an open
dialogue with parents. Parents have access to information and are involved in any decision-making
process regarding special education provisions, where there is evidence of a significant need for
curriculum differentiation or modifications to a students program.

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Diversity Team in the Primary School (ELC - Grade 5)

We aim to support teachers by providing them with information about students and advice on
strategies for support through an inclusive teaching and learning model. This model includes the use
of a variety of strategies such as guided small group work, co-teaching, parallel teaching,
frontloading and re-teaching. In some cases, short-term one-to-one support may be provided. We
must prioritize for those students who have a diagnosed learning disability/disorder through formal
Psycho-Educational testing, as well as providing support and scaffolding for those students needing
intensive remedial assistance in acquiring the knowledge and skills needed to successfully access
classroom curriculum. Learning support may be provided through differentiation, accommodations,
and in exceptional cases, modification, which may include compacting curriculum for those who
excel in certain areas. Students may have learning support at some/any time in their educational
careers, for example: during transition, when facing a language difficulty, when dealing with a range
of learning difficulties, or a need to challenge and stimulate.

The four key elements of our inclusive model are: (From the IB)
Affirming identity and building self esteem
Valuing prior knowledge
Scaffolding
Extending learning

Transition
Upon arrival, students are met by the school registrar and shown to their classroom. Students then
participate in a program of transition that includes getting to know people and places through
games and activities. This transition phase lasts 4 weeks and is led by the Primary School Counsellor.
Once a student is identified as withdrawing from the school, the student participates in a series of
"changing places" transition activities with the counsellor.

Referrals
The steps and procedures of the Primary School referral process are outlined in the
Primary School Referral Process (see Appendix E)

Primary School Diversity Team Roles:

Learning Support
The Learning Support Teachers role includes working with classroom teachers to provide support
with appropriate accommodations, strategies, interventions, instructional and assessment practices
for students in the classroom. For some specifically identified students, the learning support teacher
may provide inclusionary, one-on-one or small-group support, within the greater context of the
classroom. We strive to provide all students with the necessary tools and opportunities to effectively
access the curriculum.

Literacy Coach
The Literacy Coach is responsible for up-skilling classroom teachers in literacy skills and strategies to
further student achievement. In addition, the coach assists in planning and teaching, as well as
providing support for data collection and programming. Managing literacy materials and assisting in
parental communication may also be provided by the literacy coach. The literacy coach meets with,
or co-teaches with teachers weekly to ensure on-going programme development.

Mathematics Coach
The Mathematics Coachs role is to upskill teachers content knowledge and pedagogical approach to
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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

delivering and facilitating a student centered (constructivist) approach to mathematics learning. The
mathematics coaches meet with grade level teams weekly to provide support in unit planning,
lesson planning/implementation and assessment building and moderation. This includes identifying
next steps for enrichment and modification based on students needs. In some cases, one to one
support may be provided.

ESOL
The ESOL Program consists of beginner and intermediate levels. Beginner students are pulled out of
their classrooms four times a week to meet with a small group of students in the ESOL classrooms.
Mother-tongue Portuguese students attend Portuguese classes in order to strengthen their first
language and receive Unit of Inquiry support in Portuguese. These students will have beginner ESOL
classes outside of Portuguese times, while beginner students who speak a first language other than
Portuguese will have ESOL during the Portuguese time slot. New students are assessed in English
upon arrival and kindergarten students are assessed in May in order to determine their appropriate
ESOL level. At the end of each semester or upon anticipation of exiting the program, students are
formally assessed in English listening, speaking, reading and writing using tests from WIDA.
Intermediate students have ESOL using an inclusive model. ESOL teachers use various co-teaching
methods to meet the needs of intermediate students within the classroom.

Primary School Counsellor


The Counsellors role includes working collaboratively with a team to identify student needs and
assist professionals in providing social and emotional support. The counselor seeks to develop and
establish confidential relationships with students to help them resolve and/or cope with problems.
Consulting and collaborating effectively with parents, teachers, administrators and other
educational resources and/or specialists regarding students with identified needs is another key area
for the counselor.

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Policy Review

The AISM SEN Policy is a working document and will be reviewed by the whole AISM Administrative
Team on an annual basis. We recognize that the somewhat transitory nature of our school
community means that our learners support needs can vary from year to year and improving our
Learning Support services are a focus of AISMs five-year strategic plan. The last review of this policy
took place in December 2016.

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Appendices:

APPENDIX A: CONSULTANCY SERVICES


APPENDIX B: LIST OF STANDARDIZED TESTS
APPENDIX C: AISM PRIMARY SCHOOL REFERRAL PROCESS
APPENDIX D: AISM PRIMARY SCHOOL REFERRAL FORM
APPENDIX E: NUMBERS OF STUDENTS OF CONCERN SY 2016-17
APPENDIX F: REFERENCE DOCUMENTS

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

APPENDIX A: CONSULTANCY SERVICES

External Consultants in Maputo:

Name Profession Address Reports Comments


Written reports
and
assessments for
Primary school
aged children;
Portuguese speaking
Good rapport
Occupational only/ assessment
Sara Esprito Santo Maputo 824030325 with parents
Therapist written in Portuguese
and good
feedback
Speaks
Portuguese,
English and
German.
Maputo Private Trained in
number: Germany and
823063225 works with GTZ.
Works better with
Dr. Efraime Boia Private Hospital: Director of
Psychologist teenagers and adults.
Junior 21494375/6 Associao
825242041 Reconstruindo
Esperana
Dr. Romulo Psychologist Maputo ICOR Never used him No English (?)

Dr. Diana Pereira Psychologist Maputo ICOR Never used her No English

Maputo Private
Speaks
Hospital:
Dra. Anabela Ratilal Psychologist Portuguese Behavioural
21494375/6
Contradictory
Portuguese
Maputo 824726230 feedback from
Dra. Isabel Soares Psychologist living in Maputo
parents
ICOR 21 300 120
Good feedback from
Clnica Cruz Azul 21
Dra. Ldia Gouveia Psychiatrist parents.
416 347
Visited the school last
Maputo Cell:
year to give a talk
Dr. Beatriz Thome Pediatrician 823009850
about health
Seems to
specialize in
developmental
Maputo Clnica
Dra. Maria Helena disorders.
Mdicos
Ferreira Pediatrician A bit judgmental
Associados
in her approach

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments

Helped with
Director of
Dra. Paula Maputo Clnica da exhibition in
Hospital Geral
Rodrigues Pediatrician Sommerschield 2012/2011 field trip
da Machava
to the MH

Guest speaker about


Dra. Paula Santos
Maputo HCM child mortality -
Ritchie Pediatrician
exhibition 2010/2011

Ave Mao Tse Tung


#533
2147905
full hearing tests
OptiClnica Across the road from
Paulo Santos
the American Center.

External Consultants in South Africa:

Name Profession Address Reports Comments

FULL-DEVELOPMENTAL ASSESSMENT CENTERS

Best for
Children at
Primary School
2nd Avenue Victory Park
level
Johannesburg
DONT DO
Phone: 011 782-5378
FULL Therapists who
Psychologist OT Fax: 011 888-7415
ASSESSMENTS used to work
ST Email:
ANYMORE as a team at
Remedial/Scholastic lauren@crossroadsschool.co.za
(SINCE Crossroads are
Assessment website:
JANUARY now doing
http://www.crossroadsschool.co.za
2014) external
assessment
individually
Cornelia de Kock: 082 493 8176
Crossroads
Amy Kerr: 071 355 7586
Cindy Tinnefeld: 082 744 5347
Psychologists
Reinette Evert: 084 570 0665
Bernadette Pascoe: 083 255 8178
Learner Support
Mariesa Simenson: 083 563 0806
Therapists
Yvette Smith: 082 824 5113
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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments

OT Thara Bahadur: 082 344 9393


Stephanie Smit: 083 271 6500
Hayley Marshall: 072 132 3290
ST
Michele Myer : 082 604 5217
Psychologist OT
Bella Vista Primary School
ST 011 788 5454
Assessment FULL level Full
Remedial/Scholastic assessment@bellavistaschool.co.z
Unit ASSESSMENTS developmental
Assessment a
assessments
P.O. Box 837
Psycho-Educational
White River, 1240 Good for
assessments
Mpumalanga Phone: (013) 751 Children at
Flamboyant OT ST
3484 Good written Primary School
School Remedial/Scholastic
Email: feedback level Good, but
Assessment
trish@flamboyantschool.co.za not great!

Good for
Educational
P.O. Box 32400, Totiusdal 0134 Secondary
psychologist
Phone: 011 325 2109 School
Occupational
Johannesburg Students
therapist
Johannesburg Fax 086 555 7822 Not worked
Speech/
Assessment Linda De Rooster Cell 082 454 7619 with them
language
Centre Carol-Lesley Brown Email: (Waiting for
therapist
assessmentcentre@telkomsa.net feedback from
Remedial
Email: info@lindaderooster.co.za SS school
therapist
students
reports)

Name Profession Address Reports Comments

Never worked
with them
(recommendation
s from previous
15Camelia Street Morningside Ext Primary School
40 folders)
Gail Williams Box 824 Well written
Alpha Saskia Leenstra Morningside 2057 reports - Full
Assessment Meryl Pretoria assessment
Team Weinberg Di including WISC IV.
Gordon Janet Phone: 002728750562
Wright Fax: 002728 7832813 Good feedback
for
recommendations

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments


and
accommodations
Highly
recommended.

Phone to know
details on the
Grantley
type of
College
assessment done;
School of
She is available
choice for
from 8:00-1:00
learners
JHB every week day.
with Dr. Kruger
Phone: +27 11 643-8321/8/9 Apparently the
learning
cost is about
difficulties
R1000
Never used them
Mrs. Raymond
Multi-
can be reached
Cedarwood disciplinary
JHB between 8:00
School assessments
Phone: +27 11-465-9830 and 2:00
Mrs. Raymond
Never used them
Assessments: They can be
Psych/ST/OT reached from
Japari JHB
Melanie on 7:00 to 3:00
School Phone: +27 11 646 2132
0826784300 Never used them
P.O. Box 506 Underberg 3257
Southern Drakensberg
Treatment of
Tel: +27 33 701 1911
Riverview eating disorders
Fax: 033 701 1339
Manor and substance Never used them
http://www.riverviewmanor.co.z
abuse
a/

Crescent Boskruin
Clinic Eating disorders (old White Horse Inn)
8 Hope Street
LOWVELD
P.O Box 1073 Nelspruit 1200
ALCOHOL
AND DRUG
Tel: +2713 7524376
HELP
Drug Fax: +2713 7525099
CENTRE
Rehabilitation
(member of
Center Email:
SANCA)
admin@sancalowveld.co.za

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments

SINGLE SPECIALISTS
Home program
Occupational Komatipoort for parents to
Therapist +27 72 253 8869 implement Re-
Sonja Loock Good reports
OT Email: sonjaloock@hotmail.co.za assessment/FU
every 6 weeks

Good OT Home
program for
Malelane
Esti du parents to
Occupational Phone: 083 563 2473
Plessis implement Re-
Therapist Email: Good reports
assessment/FU
trumpelmanne@hotmail.com
every 6 weeks
Occupational Nelspruit
Leny Lock
Therapist Phone: +27 13 7532757 Never used her
Never worked
with her, But she
Malelane
Speech was
Phone: +27 83 476 0468
Cathy therapist & recommended by
Email:
Mcintosh Audiologist Janre and Esti
cathy.speechtherapy@gmail.com
ST & A (who worked as a
team in Malelane)
Good reports
Home program for
Nelspruit
parents to
Janre van Speech Phone: 082 644 3696
implement
Schalkwyk therapist & Email:
Re-assessment/FU
Audiologist janre.vanschalkwyk@gmail.com
every 6 weeks
Laurette Speech Nelspruit
O.K report
lemmer therapist +27824646552
Alison Speech Nelspruit Never worked
Young therapist +27 845179889 with her
Mireille van Speech Nelspruit Never worked
Niekerk therapist +27836434013 with her
Malelane
Cora
Phone: 082 810 2409
Breytenbac Educational
Email: Play therapist
h Psychologist
corabreytenbach@yahoo.com

Psycho-
17 Wentelbaan Street - Ext 11 educational
Uses WISC IV and
Nelspruit assessments
other tests\
Rita Educational Phone: (013) 744 9735 / Recommended
Very thorough
McFadden Psychologist 822191530 for psycho-
reports
Email: ritamcf40@live.co.za educational
testing (related to
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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments


academic
difficulties)

Marriage & Family Consultations/


therapy Follow-Up
Willem H. 14 Porcupine Street Nelspruit Stress, Depression, Psychotherapy
Van den Clinical 1200 Anxiety Parents &
Berg Psychologist Phone: 082 413 4898 Trauma teenagers liked
intervention him (good
rapport)
Cape Town
Noleen
Clinical Phone: (021) 689 2077 / 082 925
Seris
Psychologist 0177
Good feedback
Excellent parental
Marita Clinical guidance
Pretoria
Rademeyer Psychologist Good reports Never used her
Phone: +27 82 926 9608
Trauma Clinic services
Carina Not sure if she is
Nelspruit Phone: 0027137440179
Conradie Play therapist still available.
Never used her
services (was
recommended by
another
Hayley Nelspruit colleague)
Psychologist
Julius Phone: 072 601 4746 Consultations/
Follow-Up
Psychotherapy
85 Columbus St./ 85
PO Box 30046 Steiltes 1213 Is only using South
Nelspruit African tests
Ms. Ananda Phone: +27 13 744 3621 JSAIS(Senior South
Counseling Play Therapy
Craven Fax: +27 13 744 3608 African
Psychologist Assessments
Email: Intelligence Scale)
anandacraven@telkomsa.net
Trauma
debriefing,
31 Santa Fe Crescent, La Paloma, counseling
Bloubergstrand, 7441 Cape Town survivors of
+27 (0)21 554 0682 (Tel) violent crime,
Margaret +27 (0)21 683 3604 (Fax) HIV/aids, armed
Trauma
Humby +27 (0)83 986 1415 (Cell) robbery, hi-
Counselor
margs@humby.co.za jacking, murder,
suicide, domestic
violence and rape

Elmarie
Venter Counselling Nelspruit

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments


psychologist +2713 745 7236

PSYCHIATRISTS
Used: good
diagnosis and OK
61 Hendrik Verwoed Drive,
feedback (report
Dr. Brendan Robindale JHB
not very detailed)
Belsham +27117825543 (Tel)
Child and Provides ongoing
& Dr. Kedi +27118883754 (Fax) Excellent feedback
Adolescent support follow-
Motingoe 084-5902359 (Cell) in reports
Psychiatrists up six weeks after
bcbelsham@telkomsa.net
initial
appointment
Manor Medical Center, 189, JHB
Anitha Kelvin Drive, Gallo Manor Phone:
Child Specializes in
Gangaram +27 11 804 8895
Psychiatrists ADD/ADHD
Email: agangaram@iburst.co.za
No written reports
Dr. Lynn Diagnoses
Child JHB
Holford Autism/Attachmen
Psychiatrist Phone: +27 11 447 1195
t disorders
PEDIATRICIANS / NEUROLOGISTS
Dr. Karen Neurologist/ JHB
Vukovic Paediatrician Phone: +27 11-463-1726 ADD/ADHD Never used
Developmental
Prof Andr Pretoria
Pediatrician/
Venter Phone: 051 405 3181 Never used
Neurologist
Written reports
Cape Town
Dr. Birgit Pediatrician Diagnoses Works with
+27 21 761 4967 (Tel)
Schlegel Pediatric Autism/Attachmen Psychologist
gillmilligan@mweb.co.za
Neurology t disorders Noleen Seris
Referred by
Crossroads
188 Barry Hertzog Avenue -
Pediatrician clinical director
Dr. Arminah Greenside
Pediatric Has worked with
Bham JHB
Neurologist one of our
Phone: +27 11 66466658
students for
ADHD
Referred by
Dr. Angela JHB Crossroads
Pediatrician
Fullerton Phone: +27 11 234 2030 clinical director
Never used
Referred by
JHB Crossroads
Dr. T. Aduc
Phone: +27 11 257 2097 clinical director
Never used

16
AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Name Profession Address Reports Comments


Referred by
JHB Crossroads
Dr. Hyslop
Phone: +27 11 7825543 clinical director
Never used
Dr. Gillian JHB
De Vos Paediatrician Phone: +27 11-326-1444 ADD/ADHD Never used
Dr. Judy Neurologist/ JHB
Pearl Pediatrician Phone: +27 11-806-1692 ADD/ADHD Never used
JHB
Dr. L. Kok
Neurologist Phone: +2711-788-2337 ADD/ADHD Never used
Dr. Stacey JHB
Kretzmer Neurologist Phone: +27 11-806-1968 ADD/ADHD Never used
AUDIOLOGISTS, OPHTHALMOLOGISTS, BEHAVIORAL OPTOMETRISTS
Maria Nelspruit
Ferreira Audiologist Phone: 0027137526680
Dr. Carl
Wilms/ Dr. Nelspruit
Ophthalmologis
Danie Louw Phone: 0027137522810
t
P.O. Box 1376
J. Eybers Nelspruit 1200 Highly
Optometrist On request
Phone: 0027137526840 recommended.
Vision Care Naturally, Yours
Behavioral
Health Centre
Marna Optometrists or Remedial
Main Road, Bryanston
Botje Visual Optometric
JHB
Therapists Evaluation
Phone: +27 11 463 9703
Eyetek
Shop 17, Town Square Constantia
Behavioral OR
Casha Optometrists or Albert Street Weltevredenpark
Meintjes Visual JHB
Therapists Phone: +27 11 475 2830
Behavioral
Bedfordview area
Norman Optometrists or
JHB
Aronowitz Visual
Phone: +27 11 455 1272
Therapists
Pediatric
JHB
Dr. Vercuil ophthalmologis
+ 27 11 7004500
t
Lisbet Nelspruit
Delport Dietician +27 13 752 3540
Elizabeth Nelspruit
Combrink Dietician +2713 752 3540

17
AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

APPENDIX B: LIST OF STANDARDIZED TESTS

WIDA http://www.wida.us/assessment/MODEL/

The WIDA MODEL (Measure of Developing English Language) is a series of English language
proficiency assessments for Kindergarten through Grade 12. MODEL can be used by educators to
identify students who may be candidates for English as a Second Language (ESL)/bilingual services;
to determine the academic English language proficiency level of students new to a school or to the
school system; to place students into the necessary amount and type of instructional services and
support; and to serve as an interim assessment during the school year, providing information that
informs instructional planning and other decisions related to students' education.

MODEL test items are written from the model performance indicators of WIDA's five English
Language Proficiency (ELP) standards: Social & Instructional Language, Language of Language Arts,
Language of Mathematics, Language of Science, and Language of Social Studies. Each form of the
test assesses the four language domains of Listening, Speaking, Reading, and Writing.

ISA Testing http://www.acer.edu.au/isa

The ISA assessment program is designed especially for students in international schools in grades 3
to 10. It is based on the internationally endorsed reading, mathematical literacy and scientific
literacy frameworks of the OECD's Programme for International Student Assessment (PISA). Note
that the ISA is not part of the PISA program and is not endorsed in any way by the OECD.

Areas which are tested:


Reading
Mathematical Literacy
Writing
Information the test provides:
An assessment with a broad cultural base
A combination of multiple-choice and open-ended questions and prompts
Student-level information about what individuals know and can do
Class- and school-level information that can inform instructional programs
Information about sub-groups' performance (for example, gender, language group)
Relevant comparisons between like schools
International normative information
Information about growth over time

NWEA MAP https://www.nwea.org/

Measures of Academic Progress (MAP) creates a personalized assessment in various areas. AISM
utilizes the: Science, Math, and Reading assessments. The assessment adapts to each students
learning level. Educators seeking to maximize student growth and engagement will be able to access
the results within 24 hours and utilize the information provided as one tool to differentiate
instruction.

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

Areas which are tested:


Science (whole school)
Math (SOC and SOE)
Reading (SOC and SOE) Information the test provides:
Intuitive assessment provides appropriate levelled multiple choice questions
Student-level information about what individuals know and can do
Class- and school-level information that can inform instructional programs

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

APPENDIX C: AISM PRIMARY SCHOOL REFERRAL PROCESS

If you are concerned about a students abilities/performance/well-being in your classroom, please


follow the protocol below. (This is for students who have not been previously identified.)

1. Meet with a Coach: Mathematics, Literacy, ESOL, Learning Support, Counselor, or School
Nurse to discuss student and approaches that may help. (The specialist(s) may conduct
observations of the student in the classroom and/or other school areas to help with
recommendations.)

2. Make appropriate classroom accommodations and implement a variety of alternative


strategies to assist the student. Teachers should keep notes and anecdotal records of
student progress (i.e. what is working/helping or not working.)

3. Conference with parents.

If after a reasonable amount of time and effort, the student is not showing an improvement in the
area(s) of concern:

4. Complete Student Referral form and return it to Kathy Dyba.

5. Meet with Diversity Team to discuss the referral form and observations. The teacher will
also bring classroom work completed by the student and relevant documentation. A
support/intervention plan will be put in place to set goals to target specific areas.

6. A parent letter will go home and/or an additional meeting with parent(s) will be held to
discuss concerns, recommendations, and actions to be taken.

7. Over a period of six to eight weeks (to be decided), teachers and specialists will implement
interventions, and strategies with the student.

8. We will have a follow up Learning Support progress meeting to discuss progress. Additional
interventions (specific strategies/modifications) to be used in the classroom may be
suggested and/or outside evaluation may be recommended.

9. Teachers will document notes and update students paperwork in December and June.

10. Handover notes on individual students will be provided from academic year to academic
year.

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

APPENDIX D: AISM PRIMARY SCHOOL REFERRAL FORM

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

APPENDIX E: NUMBERS OF STUDENTS OF CONCERN SY 2016-17

Primary School:
Students of Concern 55
Students of Concern who have formal/external assessments 30

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AISM LEARNING DIVERSITY POLICY (UPDATED: DECEMBER 2016)

APPENDIX F: REFERENCE DOCUMENTS

Bartlett, Kevin et al. Towards Inclusion -- Planning our Path: An Inclusive Audit Protocol. New
Frontiers Design Team, 2013
International Baccalaureate Organization. Guidelines for developing a school language policy, 2008
International Baccalaureate Organization. Learning diversity in the International Baccalaureate
programmes: Special educational needs within the International Baccalaureate programmes,
2010.
International Baccalaureate Organization. Meeting student learning diversity in the classroom, 2013.
International Baccalaureate Organization. Programme standards and practices, 2014
International Baccalaureate Organization. Learning diversity and inclusion in IB programmes, 2016

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