International Schools in Singapore with Learning Support

Navigating a child’s educational journey is a mix of triumphs, challenges, and occasional tears of both joy and frustration for parents. Recognizing the uniqueness of each child and their varied learning styles, we understand that traditional education may not seamlessly fit all. Thankfully, in Singapore, a diverse array of international schools offers tailored learning support programs, empowering children to reach their full potential.

We’ve explored a selection of these schools, highlighting their commitment to inclusive education:

International French School (Singapore)

• At International French School (IFS), inclusivity is paramount. The school boasts a dedicated structure, the Groupe d’Accompagnement et d’Inclusion (GAIN), catering to students with special educational needs. This team of professionals, including school psychologists and specialized teachers, tailors individualized programs to meet each student’s unique requirements. Collaborating closely with teachers, they provide comprehensive support within the school environment and are open to leveraging external services when necessary.
• For students encountering difficulties, IFS employs various assessment strategies to identify needs promptly. Based on these assessments, personalized schooling projects or support plans are crafted, ensuring every child receives the necessary attention and resources.

The Winstedt School

• Positioned as Singapore’s sole purpose-built institution for diverse learners, The Winstedt School offers an unparalleled environment. Equipped with dedicated therapy clinics and specialist facilities like The Cloud, students have access to tailored developmental support and safe spaces for reflection.
• What sets Winstedt apart is its integrated therapy model, seamlessly embedding occupational, behavioral, and speech therapies into daily routines. Through ‘push-in’ sessions during unstructured times, students benefit from targeted interventions without disruption to their learning. Additionally, social-emotional learning (SEL) is integrated across all activities, fostering holistic development.
• In identifying and addressing difficulties, Winstedt employs personalized approaches within its British curriculum framework. With small class sizes, educators adapt lessons to meet individual needs, ensuring no child is left behind. For students requiring intensified support, ‘pull-out’ sessions focus on key areas such as play skills and socialization, enhancing overall growth.

Dover Court International School

• DCIS offers specialized learning environments, including Pathway 3 classes in purpose-built classrooms with direct access to outdoor areas, sensory rooms, and a school garden for hands-on learning.
• With a structured program across three pathways, DCIS caters to varying needs from early intervention to secondary education. Pathway 3 provides personalized support, including individualized curricula and comprehensive therapy services.
• Through ongoing assessments and communication with parents, DCIS closely monitors students’ progress. Short-term booster support and long-term intervention are available through dedicated learning support and therapy teams.

ISS International School

• ISS International School prioritizes an inclusive learning environment guided by its core philosophies of nurturing, empowering, and inclusivity. The school has implemented a school-wide Learning Accelerator program aimed at monitoring and supporting students’ personal and academic goals. With individualized learning plans for all students, ISS aims to alleviate any potential stigma associated with learning support.
• The Learning Support and Counseling Teams at ISS provide personalized support through classroom observations, one-on-one sessions, and small group interventions. They closely collaborate with teachers, parents, guardians, and external specialists to develop differentiated learning and support plans tailored to each student’s needs. Regular consultations and monitoring ensure effective interventions, contributing to student wellbeing and academic success.
• ISS employs a comprehensive process for identifying learning needs, starting from the admissions application review to ongoing classroom observations and screening assessments. For significant needs, referrals to outside specialists are made, and collaborative efforts with external agencies ensure holistic support. In challenging times like the pandemic, ISS utilizes video conferencing to maintain communication and collaboration with parents and external service providers, enhancing support for students.

The GUILD International College

• The GUILD International College caters to diverse learners aged 12 and above, providing an environment conducive to various learning styles. Classrooms are equipped with regular tables for traditional learning and breakout areas for social learning. Additional facilities such as mini trampolines and bean bags accommodate movement breaks. Specialized training areas like the Life Skills room, Cafe, DJ Studio, and more offer hands-on learning experiences with industry professionals.
• With a low teacher-student ratio, all students at The GUILD International College receive additional learning support. The school collaborates closely with external specialists including speech therapists, occupational therapists, and music therapists to provide targeted support. This collaborative approach ensures holistic development and personalized interventions for students.
• When students face challenges, teachers and specialists collaborate to design strategies tailored to their needs. These strategies are shared with parents to maintain consistency between home and school. An open-door policy encourages transparent communication, facilitating effective progress monitoring and development tracking.

Integrated International School (IIS)

• At Integrated International School (IIS), student wellbeing takes precedence, reflected in our specially designed campus spaces. The Ocean Snoezelen room, conceptualized by our founding Principal and child psychologist, Dr. Vanessa von Auer, offers a unique multisensory experience. Complete with mesmerizing bubble tubes, interactive infinity panels, and soft textured flooring, it serves as a serene backdrop for meditation, group therapy, and imaginative play. Our Occupational Therapy gym features vibrant swings, cozy hammocks, and climbing structures, promoting gross and fine motor skill development through engaging play.
• At IIS, collaboration is key. Our in-house counselors and therapists work closely with teachers to ensure each child’s needs are addressed. We maintain strong partnerships with external support services such as Speech and Occupational Therapists, integrating their expertise seamlessly into our campus environment. Daily communication between support staff and teachers fosters a holistic approach to student support.
• With a teacher-to-student ratio of 1:6, our highly trained educators are adept at identifying students in need of additional support. Whether academic, behavioral, emotional, or social, teachers promptly assess and implement appropriate interventions. Continuous monitoring allows for real-time adjustments, with teachers collaborating with support staff to develop tailored programs. For students facing challenges such as ADHD or Dyslexia, comprehensive support strategies are devised to address specific needs and foster confidence and academic progress.

Canadian International School

• Canadian International School (CIS) provides dedicated learning support classrooms equipped with specialized furniture and resources tailored to students’ needs. These include wobbly cushions for concentration difficulties and specialized computer terminals for visual impairments. Students receive individual or small group support to address specific learning goals.
• CIS’s Learner Success Team, comprising learning support teachers, school psychologists, counselors, and health care providers, collaborates closely with teachers, parents, and external providers. The team focuses on executive functioning, numeracy, and literacy skill development, with additional support available for speech therapy, occupational therapy, and social thinking sessions on campus.
• CIS employs a response to instruction and intervention model, proactively monitoring numeracy and literacy growth. Core classroom strategies are initially employed, with assessments conducted by psychometricians as needed. Learning support teachers provide in-class or dedicated instruction targeting numeracy, literacy, or approaches to learning skills based on individual needs.

Nexus International School (Singapore)

• Nexus International School (Singapore) boasts flexible classroom spaces designed to accommodate diverse learning preferences. Referred to as “pods,” these spaces facilitate collaborative, small group, and individual learning, allowing each child to engage in a manner comfortable to them.
• Nexus International School (Singapore) maintains a dedicated learning support team that collaborates closely with families, teachers, and external providers to ensure inclusive education. The team focuses on building teacher capacity and implementing inclusive strategies to support each learner’s potential.
• When a child exhibits difficulties, Nexus International School (Singapore) encourages a collaborative approach involving parents, learners, and teachers. The learning support team identifies areas of concern related to memory, organization, processing, and communication/social skills (MOPS). Inclusive strategies are trialed, monitored, and regularly reviewed to support student growth.

Bright Path

• Bright Path offers specialized facilities catering to diverse learning preferences. The sensory pathway engages children with sensory-processing needs, providing a calming and tactile stimulus. The water play trough offers therapeutic sounds, while the Herb Garden nurtures gardening activities to promote fine and gross motor skills development. Students actively participate in gardening, cultivating a variety of plants and herbs, fostering a sense of accomplishment.
• Bright Path fosters a tripartite relationship between parents, educators, and therapists. Small group therapy sessions and embedded early intervention components throughout the day facilitate holistic support. Regular meetings between educators and therapists ensure understanding of each child’s abilities and collaborative education planning. The school is open to exploring partnerships with external support services in the future.
• With a teacher-child ratio of 1:3, educators closely monitor each child’s behavior to identify potential difficulties. Initial meetings with parents provide insight into the child’s background, supplemented by ongoing observation and communication. Should a child encounter challenges, collaborative discussions involving parents and educators are initiated to implement supportive measures and facilitate adaptation to the classroom environment.

Tanglin Trust School

• Tanglin Trust School’s curriculum and student-centered approach ensure individual learning needs are met within mainstream classrooms. For students requiring curriculum modification or specific intervention, dedicated teams of specialist Learning Support teachers and support assistants are available across Infant, Junior, and Senior schools. These teams provide in-class support and deliver focused intervention programs to small groups or individuals.
• In addition to the Learning Support teams, Tanglin Trust School provides strong Pastoral and Coordinated Wellbeing Services. The Coordinated Wellbeing Services, including Nursing Team, Counselling Department, and Educational Psychologist, offer specialist support to students and collaborate closely with teachers.
• Assessment tools track progress and determine the level of support needed for each student’s personalized learning journey. Individual Education Plans are developed when necessary, outlining achievable and measurable targets. In the Senior School, curriculum modifications, one-to-one mentoring sessions, and Learning Support lessons are provided as needed. Ongoing relationships between teachers and specialist staff ensure exceptional understanding of each student’s abilities, enabling personalized academic and pastoral support.

Australian International School

• Australian International School (AIS) offers designated teaching areas for small group support in both Elementary and Secondary schools. While promoting inclusivity within the classroom environment, AIS caters to individual learning preferences.
• AIS’s Learning Enrichment team provides support for academic needs, collaborating closely with external providers to implement strategies identified by therapists. Student Learner Profiles inform teachers of individual learning needs, fostering a supportive environment. AIS maintains ongoing relationships with external providers, offering a trusted network of support for students and families.
• Learning support specialists at AIS work collaboratively with students, teachers, and parents to provide a continuum of services tailored to each student’s needs. Flexible learning and teaching models accommodate Monitored, Targeted, or Modified adjustments, ensuring differentiated support. Literacy and numeracy support is provided through various avenues, recognizing each child’s unique requirements.

EtonHouse International School and Pre-School

• Etonhouse International School Broadrick promotes inclusion and supports students with diverse needs within mainstream classrooms. The learning support team utilizes a dedicated room for one-to-one attention and assessments, providing a quiet and calm environment for students. The school’s open green spaces cater to kinaesthetic learners and those needing to expend energy.
• Etonhouse collaborates with external agencies, including educational psychologists, counsellors, and therapists, to support students with diverse needs. Homeroom teachers and learning support teachers work closely with multidisciplinary professionals to align teaching practices with recommendations.
• Homeroom teachers initiate discussions with learning support teachers about student difficulties, leading to goal-setting and specific strategies for support. If a child does not make adequate progress, external assessments may be recommended. The learning support team coordinates support effectively, involving all stakeholders in the educational plan to ensure the student’s needs are fully addressed.

Stamford American International School

• Stamford boasts a robust team of multi-disciplinary professionals, including Academic Support and Extension Teachers, School Counsellors, Occupational Therapists, Speech-Language Therapists, Behavioural Specialists, and Special Education Teachers. With a multi-tiered system of support, services adapt to each child’s needs.
• The school collaborates internally with classroom teachers and externally with outside providers to effectively support students. As case managers, they serve as liaisons between school, family, and other professionals working with the child.
• Stamford proactively identifies students needing assistance and provides immediate support through collaborative problem-solving, research-based interventions, and progress monitoring tools. An intensive support program is available for students with moderate to severe disabilities, promoting inclusivity in mainstream classrooms.

Blue House International

• Blue House prioritizes professional development, offering workshops with experts to support identification and support of children with special needs. Generous indoor and outdoor spaces allow for personalized educational experiences tailored to children’s learning preferences.
• The school collaborates openly with external organizations, welcoming partnerships for shadow teaching in classrooms or specialist appointments. Their aim is to provide every child with the support needed to thrive.
• Blue House utilizes a Learning Continuum referencing developmental frameworks to identify if a child is not within expected parameters. They work closely with families to create unique learning journeys for each child.

HWA International School

• HWA provides ample space for students to engage their senses, believing that learning should be immersive and limitless. With a focus on auditory, visual, and kinaesthetic styles, coupled with an IB learning environment, learning comes alive at HWA.
• In addition to care from homeroom teachers, the school offers daily social and emotional support from the counselling team at the National Institute of Education (NIE). Parents can request counselling support, and students are monitored throughout the year.
• HWA acknowledges students’ learning needs early on, with careful preparation before classes commence. Teachers are well-informed about students, enabling them to identify and address the need for further support. Requests for ESL/CSL support can be made, involving parents throughout the process.

Singapore American School (SAS)

• SAS ensures that every classroom is accessible for all learners, providing academic and social supports across all grade levels. Classroom teachers, learning support teachers, counsellors, and speech-language pathologists collaborate daily to meet the diverse needs of students.
• The school offers learning and social-emotional supports to all students, providing interventions as needed. While the majority of support is provided on campus, SAS partners with external support providers for resources not available on campus, such as occupational therapy.
• Teams at SAS regularly review student progress using classroom assessments, standardized assessments, and observational data. With four licensed school psychologists leading teams, all student learning needs are addressed comprehensively.

Global Indian International School

• The school provides a dedicated space in a quiet area to ensure privacy and minimize distractions during learning support classes.
• GIIS offers support services to students with different learning abilities, including individual or small group interventions for learning, behavioral, and social needs. A special educator works closely with teachers, continuously reviewing and revising strategies based on feedback and progress evaluations.
• The school collaborates with external agencies and shadow support therapists, such as speech or occupational therapists and psychologists, when parents seek feedback on their child’s strengths and difficulties during assessments. Shadow teachers provide regular feedback on student progress, working with the school to help students reach their full potential.
• Teachers at GIIS ensure early identification of learning differences through informal assessments, class observations, interactions with students, and evaluation of academic progress. After identifying difficulties, teachers meet with parents to implement intervention plans, which may include classroom placement adjustments, behavior modification strategies, and additional exam support.

At these international schools in Singapore, dedicated facilities and support services are in place to cater to the diverse learning needs of students.