Special needs of children at Rose Marie Academy are identified through the admission process or through referral by teachers, School Psychologist, Academic Director or other staff. Assessment is through observation, counseling, diagnostic and standardized testing, and external reports.
- Counselling Director– Wanchai Chaiyasit, M.A. Licensed Clinical Psychologist
- Academic Director- Rose Marie Wanchupela, M.Sc. in Reading Education, Syracuse Univ., U.S.A.
- Special Support Services Coordinator- Colin Appleton, B.Ed., M.Sc., Postgrad Certificate in Dyslexia and Literacy (York), Certificate in Psychometric Testing (Brit Psych.Soc.) Certified Autism Specialist (IBCCES),
- Specialist Teacher- Maxine L. Ping, Cert.Ed., DTEFL., F. Coll. Preceptors
All students are comprehensively assessed at the time of admission by our school clinical psychologist. Specialist staff are able to provide ongoing assessment of learning difficulties such as dyslexia, dyscalculia, Attention Deficit Hyperactivity Disorder (ADHD), and global slow learning and may refer to external agencies for further consultation with regard to autistic spectrum, sensory, and physical difficulties. If the need for additional support is determined, the student will be enrolled in a Special Support Services program for Language Development, Exceptional Educational Needs or English as an Additional Language. An Individual Education Plan (IEP) is specified for each student receiving Special Support Services
At Rose Marie Academy students with special needs are integrated into mainstream classes with additional support by co-teachers and teacher assistants. Individualized learning programs are specified by a Special Support Services team including the School Psychologist, Learning Support Services Coordinator, Academic Director, and concerned teachers.
Dyslexic students or students with other reading difficulties work on a multisensory computer-linked learning program with one-on-one teacher interactive guidance and extra support by a teacher assistant for up to three hours per week within the Language Arts lesson or as after-school tuition. The program is individualized by means of an entry test and continuous formative assessment.
Dyscalculic students are provided with an individualized mathematics program designed to address their specific difficulties related to memory and organization and with extra support by a teacher assistant.
Students shown to have dyspraxic tendencies or speech difficulties through classroom observation and screening tests are referred to outside specialists such as educational psychologists, psychiatrists, occupational therapists, and/or speech and language therapists for further assessment and advice. School programs may be adapted or modified according to guidance provided.
Students with physical disabilities such as mobility problems or visual impairment are accommodated with adaptations or modifications to programs within the mainstream classes with the support of a one-on-one special assistant if required.
Attention Deficit Hyperactivity Disorder may be indicated through in-school observation, teacher and parent questionnaires, and through computer-based tests of attention. Students with autistic spectrum issues or behavioral difficulties, including school refusal, are supported through behavior management and counselling programs under the supervision of the school psychologist. In cases of severe non-compliance or emotional disturbance, the student may be referred to a consulting psychiatrist for treatment and further evaluation.
Gifted and Talented and Slow Learning students receive individual programs according to their needs so content, level, and pace of learning are specified as appropriate for each student within a mainstream class.
The common principle iat Rose Marie Academy s that students with special needs are integrated into all aspects of school life but with learning and behavioral programs specified to meet their individual needs.