Learning Support

Soodeh International School admissions policy considers a number of criteria and standards to be able to deliver educational needs and a learning environment appropriate to applicant’s needs. The teachers and the staff strive to serve the needs of all the students including the ones whose needs cannot be fully met in the context of regular classrooms.

The learning support department at SIS helps teachers, faculty members and parents support students with learning needs. This need is recognized if the students:

  • Have more difficulty learning subjects and materials compared to their peers
  • Have a disability diagnosed and confirmed by the school counselor or any respective external centers expert at this matter


Assisting students with the disabilities defined later in this document is carried out through counseling, classroom strategies, etc. If necessary, the students will be referred to external centers to confirm whether they need support through their learning process. In other cases students are supported in the classes under the supervision of the learning support department/counselor whose responsibilities are:

  • Assistance in diagnosing the type of disability
  • Overseeing the implementation of learning support policies and strategies in the classroom
  • Outlining and achieving the differentiation strategies in the classroom
  • Providing support plans and assisting the teachers and parents executing them


Soodeh International School provides learning assistance to students with some diagnosed learning disabilities which are defined as follows:

  • Dyslexia: trouble with reading despite normal intelligence
  • Dyspraxia: a chronic neurological disorder beginning in childhood that can affect planning of movements and co-ordination as a result of brain messages not being accurately transmitted to the body
  • Dyscalculia: difficulty in learning or comprehending arithmetic
  • Dysgraphia: deficiency in the ability to write, primarily handwriting, but also coherence
  • ADD/ADHD: difficulty in paying attention and controlling behavior which is not appropriate for a person's age, excessive activity
  • Autism (mild): difficulty in social interaction, verbal and non-verbal communication, and also restricted and repetitive behavior
  • Nonverbal learning disabilities such as problematic social relationships

Support Procedures

For each diagnosed disability, a procedure of assistance in and out of the classroom is developed by the learning support department/counselor. These procedures are defined as follows:

Dyslexia: Students diagnosed with dyslexia can pronounce the words properly, but face difficulty reading words whose spelling differs from their pronunciation. (incomplete )

Dyspraxia: Symptoms of dyspraxia in students may be difficulty of coordination between planning the movements and performing them, problems in tasks which require remembering the sequence of actions, etc. The next step after the diagnosis to assist the students is occupational therapy to improve their speaking learning and cognitive skills such as attention and remembering, and also to help with other motor skills.

Dyscalculia: Students who are diagnosed with dyscalculia have difficulty understanding mathematical expressions, word problems and identifying written words or mathematical signs. To help improve their arithmetic skills, practices of sketching diagrams, experiments, structured charts, patterns or solving simpler problems relating to more complex ones or breaking the complex problem into simpler problems are done.

Dysgraphia:  Disability in writing, problematic handwriting and coherence are a result of deficiency in fine motor skills. Drawing sketches using markers or chalks, tracing, buttoning and unbuttoning and folding papers are among exercises to strengthen fingers in order to overcome dysgraphia. 

ADD/ADHD: The inability to control movements and attention, following instructions and excessive talking are signs of Attention Deficit Hyperactivity Disorder.

 Following are some recommendations in order to decrease and manage ADHD:

  • Limiting the external stimulants by appropriately modifying the students’ environment
  • Structuring the students’ curriculum regarding their specific needs
  • Functional -Behavioral Assessment techniques help teachers determine which events influence the target behavior and which factors sustain them
  • Contingency-based Self Management helps the students understand the consequence of their behavior
  • Self-monitoring of attention is a technique of self-management which can help students diagnosed with ADHD. It has two prominent subdivisions: self-evaluation and ?
  • Sometimes Yoga and meditation bring out impressive results in students.

Non-verbal Disabilities: This is determined by a sharp decrease in mathematics and social skills. There is an extreme weakness in cognitive, perceptual motor skills and students also have poor working memory. Improving the following skills helps lessen the effects of these disabilities:

  • Reinforcing classroom social interaction skills
  • Reinforcing interpersonal skills by participating in classroom activities
  • Reinforcing self-management skills through incentive/rewarding systems
  • Reinforcing decision-making and problem solving skills and creating a positive perspective towards their competencies
  • Reinforcing skills relating to identifying and managing emotions by teaching the emotions, thoughts and behaviors appropriate for the problem

Autism: Students diagnosed with relatively mild degrees of autism are the ones who have clear symptoms of autism, but also have significant speaking and other skills. Educators can alleviate the restrictions it may cause by focusing on skills in which the diagnosed student is highly competent. The students’ competencies may be promoted by regular evaluations, occupational therapy and engaging in sports and public activities.