The goal of the Special Education Department (SED) is to provide students with special needs with individualized/accommodated programs and services aligned with the mainstream curricula in order to facilitate the impending transition and inclusion of students in mainstream classes and official exams. Additionally, the therapies provided by the department act as the building blocks and support mechanisms that aid in the process of integration.
The department aims at establishing solid and consistent communication means with the SED team and the Head of Divisions, subject coordinators, mainstream teachers, external therapists/psychologists, and parents in order to provide students with all the necessary support, through team effort.
The Special Education Department aims at providing an individualized education program (IEP) to students that require specialized services or accommodations by providing a safe, loving, and nurturing environment that meets their individual needs. The department’s mission is to promote values such as compassion, tolerance, and acceptance by helping SED students grow academically, socially, emotionally, and spiritually at school and in the community at large.
The Corrective English Program helps students that show difficulties in language processing, reading fluency, reading sight words, visual and auditory memory, and spelling. The aim of the Corrective English teacher is working directly with children, their families, and other education professionals to develop personalized strategies to support a child’s individual needs. The goal is to create enthusiasm in the reader while reading and writing.
At Sagesse High School, the Corrective English teacher assesses the students’ reading skills, spelling skills, and language prerequisites through informal assessments taking into account different learning styles. The teacher evaluates the results and uses the findings to generate Individual Education Plans (IEPs).
The Corrective English sessions are based on two main programs: The Seeing Stars Program and the Visualizing and Verbalizing program.
The seeing Stars program is based on Bell’s research-supported theory that those who are good spellers have good symbol imagery. This program uses a multisensory approach to teach symbol imagery, beginning with imaging letters and progressing through to imaging multisyllabic words, while incorporating these techniques into reading and spelling activities.
The Visualizing and Verbalizing (V/V) program (based on Bell’s research) is used to develop concept imagery- the ability to create an imaged Gestalt (Gestalt means "organized whole") from language- as a basis for comprehension and higher order thinking.
Psychomotor Therapy is a method of treatment based on the continuous interaction between the body, the emotions, the psychological state and the environment. It is based on motor activities hat develop awareness and perception of the different parts and movements of the body.
Psychomotor therapy uses movement, body awareness and a wide range of movement activities to optimize movement behavior as well as the cognitive, affective, and relational aspects of psychomotor functioning.
At Sagesse High school, the psychomotor therapist assesses difficulties in the development of motor competencies and, where necessary, provides treatment by working directly with students, their families, and other education professionals. The psychomotor therapist develops Individualized Education Plans (IEPs) for students and assesses their progress through different assessment methods.
Speech and Language Therapy is a health profession that focuses on verbal and nonverbal disorders as well as other associated disorders in children and adults. These disorders affect speech and language as well as auditory, visual and cognitive functions including learning, orofacial functions, respiration, voice, and swallowing.
At Sagesse High School, the Speech and Language therapist works directly with children, their families, and other education professionals to develop personalized strategies to support a child’s individual needs. They also provide recommendations to education professionals so they can identify the signs of speech, language, and communication needs. They assess the students’ oral language, written language, and cognitive skills through formal and informal assessments and evaluate the results. The findings are used to generate Individual Education Plans (IEPs).