literacy and numeracy support programme

NIC believes that every student is unique on his/her own. All students have their own personal and educational needs and they should reach their best potentials. Therefore, an inclusion system for students with special needs is adopted to ensure students’ needs are met to the best possible level. As part of NIC’s development of the Individual Educational Plan - a service based on a thorough assessment of students’ strengths and needs- it was concluded that some student’s may benefit from particular strategies and/or support to meet their specific needs in numeracy and literacy. In this regard, extra support lessons are to be provided by the school for them. 


The development, implementation, and monitoring of this plan is a collaborative effort that involves the student, parents and school staff. In order to clarify the Individual Educational Plan at NIC, the following procedure is to be used school-wide, by all departments in dealing with students requiring special attention.


Identification procedures:

Identifying students with special needs goes through the following procedures:


• Admission documents: The school admission requests information of any past diagnosis of special needs. Parents are to communicate with the school any formal or in-formal concern of special need.

• Admission assessment: The assessment procedure is designed to identify any physical, cognitive, language or social problem. The criteria set for teachers help them write their comments accordingly.

• Diagnostic assessment at the beginning of the year: At the beginning of every academic year, homeroom teachers and subject teachers undergo a diagnostic that covers the needed skills and knowledge to start from where students are. The outcome of this assessment shows areas students need support with; this support may be in English/Arabic literacy and/or numeracy. Homeroom teachers, subject teachers and the Student support coordinator decide work collaboratively to develop an action plan for the student.

• A percentage of out-of-class intervention need is decided for each student in need of intervention possible in-place of language B sessions. He/she is then directed to the support unit team.


Intervention & Inclusion:

The school recognizes its responsibility to offer strategies designed to meet the needs of students who have varying degrees of learning abilities. This includes those who are extremely capable, as well as those who have specific learning needs. Students are assessed within the mainstream classroom during the first few weeks of the school year. This pre-assessment ensures that students are able to demonstrate their abilities within a secure environment.


The needs of students with special needs are preferably met within the mainstream academic environment using differentiation strategies. Rarely identified students will have specialized individual attention outside of the classroom environment during the course of the school day.


The support unit aids students through learning support for learning issues, language support for language issues with support teacher, numeracy support for problems with mathematics with the math support teacher. Once the student is directed to the support unit team the following takes place:


• A meeting with teachers with all tests and documentation done for the case. They discuss the best intervention plan for the student. An outline for the plan is put.

• The support unit team designs the Individual Educational Plan for each student. This is then shared with teachers to communicate expectations in each stage and to synchronize between the time of inclusion (student being in the class) and the time of intervention (student having one to one instruction) in the support unit.

• A meeting is then called with the parent to communicate expectations and share the parents’ role if there is any.

• A monthly meeting between all teachers who deal with the student to monitor development and change the plan if needed.