Learning Support

Learning Support Services has its philosophy rooted in the VIS mission statement, which aims to: empower all of our students to be successful and responsible learners in a nurturing and diverse community. In harmony with the ideals of the IB learner profile, VIS recognises all students’ individuality and diversity.

  • We believe in challenging students to realise their personal potential for excellence in an inclusive and supportive environment
  • We believe in nurturing confident, responsible, reflective, and independent lifelong learners
  • We believe in embracing diversity as an enriching resource and unifying force in our school
     

The goal of Learning Support Services is to enable students to become empowered and lifelong learners who value their strengths and recognize and understand their individual needs in order to work towards their potential. We also want to develop skills and strategies that will enable them to become independent and successful individuals who are able to advocate for their needs.

Specific In-School Services

Learning Support is a programme designed for students who have been identified as requiring an Individual Learning Plan (ILP), which may include modified/alternative learning expectations and/or accommodations. An ILP is developed either when a student enrolls at VIS with diagnosed learning differences or when there is a recommendation resulting from a referral process within the school. This support may be offered in the classroom or in a Learning Support Resource Room, by a Learning Support teacher or by an educational assistant.

Vienna International School prides itself on being a multilingual and multicultural school. We recognise that all children’s language profiles differ and we support all students to develop their language and learning skills so they can reach their potential.

We provide a programme for students who have languages other than English in their lives. As the academic contexts and the curriculum demands vary from Primary to Secondary School, our programmes to support language development are structured to best meet the needs of our students and are in line with the IB PYP Language Phases and the Language Acquisition IB MYP frameworks.

The language needs of students enrolled at VIS are assessed once they have joined the school. According to their proficiency in English, they are enrolled in the most suitable language programme.

In-Class Support in the Primary School is generally the first response to supporting emerging learning needs. The Learning Support teacher assists the teacher in differentiating lessons and supports students by teaching and coaching the development of skills for identified needs such as attention, behavior, motivation and collaboration in line with the Individual Learning Plan (ILP).  In the ELC through Grade 1, In-Class Support can also be provided to help students who need more individualised assistance in achieving developmental milestones.

In-Class Support in the Secondary School is put in place where students need individual or small group support in specific areas of the curriculum. The Learning Support teacher collaborates with the subject teacher to develop differentiated or modified learning experiences and/or assessments to support individual students’ needs in line with the Individual Learning Plan (ILP).
 

Skills Lab in the Primary School provides a higher level of support and includes a combination of in-class and more targeted and specific support in a Learning Support classroom.  Programmes are designed to develop general learning skills and/or skills specific to reading, writing, or mathematics as a foundation for further learning.

Skills Lab in the Secondary School provides a higher level of support and may include a combination of in-class and more targeted and specific support in a Learning Support classroom. Programmes are designed, for example, to develop general learning skills and/or skills specific to reading, writing, or mathematics as a foundationfor further learning. For some students timetabled lessons called Content Mastery form a part of their Skills Lab Support.
 

In order to support students before In-Class and Skills Lab support is needed, learning information is used to identify students who would benefit from targeted instruction. These students work with Learning Support teachers for a shorter period of time on targeted goals, usually in the areas of reading, writing and mathematics. If expected progress is not made, further support is determined by the Student Support Team.

 

The School may determine that a student requires an individual assistant when, students are unable to meet curriculum standards without modifications to the curriculum and with the on-going support that has been provided.