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EDUCATIONAL SUPPORT EEB1

EDUCATIONAL SUPPORT EEB1. 14 March 2019 Laura De Greef Learning Support Coordinator , EEB 1 – Nursery and Primary , Uccle and Berkendael Micheline Sciberras Learning Support Coordinator , EEB1 – Secondary. Aims and objectives of today’s meeting.

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EDUCATIONAL SUPPORT EEB1

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  1. EDUCATIONAL SUPPORTEEB1 14 March 2019 Laura De Greef Learning Support Coordinator, EEB 1 – Nursery and Primary, Uccle and Berkendael Micheline Sciberras Learning Support Coordinator, EEB1 – Secondary

  2. Aims and objectives of today’s meeting • To sharewith parents an overviewof the educational support offeredat EEB 1 • To introduce the educational support guidelines for EEB 1 – one harmoniseddocument for the wholeschool (two documents: Part I and III are identical to bothcycles. Part II isbased on eachcycle’s practice.) • To listen to anygeneral observations about educational support. For discussion of individual cases, itisencouragedthat a meeting is set up with the Educational Support Coordinator of the cycle

  3. WHAT IS EDUCATIONAL SUPPORT? • The EuropeanSchoolis a multilingual and multiculturalenvironment in which the primacy of a child’smothertongueissafeguardedwherever possible. • The EuropeanSchooloffers a single type of generalacademiceducation, in whichlearning conditions becomeincreasinglydemanding. • This single academicpathwayeventually leads to the award of the EuropeanBaccalaureatediploma. • As we are all awarechildren have differentabilities, potential and learning styles. • In order to help studentsaccess the Europeanschool programme, the EuropeanSchoolsofferdifferentforms and levels of support. • The aim of this support is to ensureappropriate help for studentswithspecialeducationalneeds or experiencingdifficulties at any point in theirschooling. • The overall objective is to try to help students to access the educationalprogamme of the Europeanschools

  4. Main Documents Regulating Support • Policy on the Provision of Educational Support in the European Schools -2012-05-D-14-en-9 • Provision of Educational Support in the European Schools - Procedural document - 2012-05-D-15-en-11 • General Rules of the European Schools • These documents can be found on the website www.eursc.eu

  5. Our aim for educational support • Weaimatacademicsuccesswhilepromtingself-esteem and development • Helpingstudentsbecomeself-reliantlearners, understandingtheirstrengths and weaknessesand to set realistic, achievablegoals • Help studentsdevelop to theirfull potentialwith a sense of dignity and self-worth • Studentcentredteaching • Maximisingacademic and social development, continuouslymovingtowardsinclusion • Enouragingdifferentiation • Working in partnershipwithparents/legalrepresentatives and otherstakeholdersfor the benefit of the child

  6. What are the types of support offeredat EEB1? • Differentiation • planning and execution of teaching and learning for all children in all classes takingintoaccountindividualdifferences.

  7. 2. General Support (SEG): aimedathelpingstudentswho are experiencingdifficulties in a particularsubject

  8. 3. Moderate support (SEM): an extension of general support and isprovided for studentswith a mild to moderatelearningdifficulty.

  9. 4. Intensive Support (Type A): is for studentswho have specialneeds and have a medical/psychological/psycho-educationaland/or multidisciplinaryassessmentreport by an expert.

  10. Intensive Support (Type B) • Given in exceptionalcircumstances • Short term • A studentmay not have specialneeds but isstill in need of intensive support • For example, new studentswho are unable to access the curriculum due to not knowing a languagewell.

  11. Statisticsat EEB 1: Number of studentsreceiving support

  12. Statisticsat EEB 1: Number of times students are in support lessons

  13. WhooffersEducational Support?

  14. Procedure for ReceivingEducationalSupport: Soutien General (SEG)

  15. Moderate Support (SEM)

  16. Intensive Support (Type A)

  17. Intensive Support (Type B) • Normally, thisis a form of support for new studentswhoneed help in a particularsubject (normallylanguages). It is a form of help thataimsataiding the student to catch up with the class. • Individual or in a group • This isnormallyrequested by the subjectteacher and/or the parents. The parents are alwaysencouraged to speakwith the subjectteacherso as to verify the need.

  18. Special Arrangements for Tests, Examinations and Other forms of Assessment • A student with diagnosed special needs may benefit from special arrangements for tests, examinations and/or other forms of assessment. • They are not intended to compensate for a lack of ability but allow the pupil to fulfil his or her potential in the fairest conditions possible. • Special arrangements are only authorised when they are clearly related to the pupil’s diagnosed needs by means of a medical/psychological/psycho-educational and/or multidisciplinary report justifying these special arrangements. • The most common special arrangements is extra time, but there are many others that can also be given (for example, prompter, use of calculator, etc). • S1 to S5: It is the school that decides on special arrangements to be given. • S6 and S7: It is the decision of the Bureau Central after the parents apply for special arrangements. • In examinations from S4 to S7, we had approximately 70 students receiving special arrangements.

  19. Special Arrangements Exam Statistics: 2018-2019

  20. Conclusion • Although we all come from different backgrounds and have different educational philosophies, there is no doubt that we all want to do our best to ensure that our students develop in a healthy environment and reach their full potential. • Students learn in different ways, so it is important to have different forms of support to help them succeed as much as possible.

  21. Thank You For Your Attention

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