Special Education Academics

Special Education Overview  

Dover American International School welcomes all children to our school. Students who possess behavioral, communication, intellectual or physical disabilities may require special education programs/and or services to benefit fully from their school experience. To this end, Dover has established Dover Student Development Center (DSDC). We service  children that have a wide spectrum of learning needs that include autism, attention deficit hyperactivity disorder, cerebral palsy, specific learning disabilities, Down Syndrome and Asperger Syndrome. Students are served by providing a cascade of services. The application of an inclusive classroom model is the primary approach used throughout the school. Depending on needs, students who require individualized or specialized services may find support in the classroom or in a specialized resource area of the school. Most students are supported by a specially trained support teacher. These specialized staff members work closely with the classroom teachers to ensure each student’s goals are being addressed. Diversity is an integral component of the DAIS program; our students appreciate and support each other. A DSDC Advisory Committee has been established to offer input into this special service. The advisory committee is composed of parents and staff members. This non-profit organization has a strong commitment to working together to develop an effective educational model that benefits not only our special needs population, but all of our students.

It is our belief that our  the offers limited, specific learning support at both primary and secondary levels. The goal of the programme is to assist students with mild, specific learning difficulties in reading, writing, oral expression or numeracy.

 DSDC Educational Plans and Therapy 

DSDC employs therapists in the area of speech and language, occupational therapy, psychology and behavior programming. Therapy is an integral component of the school day for our Center students. Our school values the ability to respond to student needs to ensure that each child develops to his/her maximum potential.

  • Occupational therapy is a health care profession aimed at enabling people to live life to its fullest. To occupational therapists, a “full” life means engagement in the activities that a person wants and needs to do, no matter what injury, illness, condition, disability, lifestyle, or environment stands in the way. These everyday human activities are what we call “occupations,” and they are the building blocks of our physical, psychological, emotional and spiritual health. Occupational therapists help people to perform, modify, or adapt their skills and activities in order to live healthier, happier, and more productive lives.

  • Cognitive Therapy is based on the premise that what we think affects our emotions, what we choose to do or avoid, and our physiological reactions. In fact, most situations remain neutral until we assign meaning based on how we interpret the situation.

  • Remedial education (also known as developmental education, basic skills education, compensatory education, preparatory education, and academic upgrading) is assigned to assist students in order to achieve expected competencies in core academic skills such as literacy and numeracy.

    Whereas special education is designed specifically for students with special needs, remedial education can be designed for any students, with or without special needs; the defining trait is simply that they have reached a point of under preparedness, regardless of why. For example, even people of high intelligence can be under prepared if their education was disrupted

  • At DSDC, we believe that, Play, characterized as engagement in activities for enjoyment and recreation, is necessary for a child’s optimal development. School playgrounds, which are natural environments for children, offer various opportunities to increase physical, cognitive, and social skills, while simultaneously developing personal creativity, curiosity, imagination, and the ability to communicate. Children developing typically and children with disabilities have the same desire to climb, slide, socialize, pretend, and have fun. By playing together, children with and without disabilities learn to appreciate each other’s similarities and abilities. Physical activities can also have a positive impact on student learning, students who engage in increased physical activities, have increased academic success.

    DSDC therapists and specialists will be working together, during break time, to ensure that our students have the following necessary friendship skills:

    Turn taking\Independence Ability to exchange feelings Empathy
    Sharing Companionship Reliability
    Ability to compromise Consider another person’s perspective Conflict Resolution
  • Educational inclusion is about creating a secure, accepting, collaborating and stimulating classroom in which everyone is valued, no matter how different their abilities are.

    • The general educator introduces academic content and the specialist develops and implements learning activities designed to reinforce the specific content.
    • General and special educators jointly plan to teach academic subject content to all students. The general education teacher remains responsible for the entire class while the special educator is responsible for implementing the IEP goals for special education students.
    • The content may be delivered in the classroom and complemented when the special education student is pulled out of the classroom to another setting.
  • IEP describes your child’s present levels of academic achievement and functional skills. These skills include communication, social skills, self-care skills, motor development, language development, vocational skills, or recreation skills..

    IEPs include accommodations and modifications required for students:

    • Accommodations: Accommodations are alterations in the way tasks are presented that allow children with a disability to complete the same assignments as other children. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures.

    • Accommodations :Extended time, frequent breaks, varying of activities ,Change in classroom, preferential seating, physical arrangement of the room, reducing/minimizing distractions, cooling off period ,Emphasizes varied teaching approaches (visual, auditory, multi-sensory), individual or small group, demonstrating/modeling, visual cues, use of manipulative , pre-teaching, graphic organizers , Highlighting material, note taking assistance, notes provided by teacher, calculator, computer, word processor, Braille, and/or large print ,Directions given in small, sequential steps, copying from book ,Positive reinforcement, concrete reinforcement, checking for understanding, study guides, before/after school tutoring ,Reading test verbatim.

    • Modifications: Modifications are generally made for students with significant cognitive or physical disabilities. A modification does alter content knowledge expectations as well as assessment administration practices. A modification is a change in the course of study, standards, test preparation, location, timing, scheduling, expectations, student response and/or other attribute which provide access for a student with a disability to participate in a course, standard or test. It does fundamentally alter or lower the standard or expectation of the course, standard or test.
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