The Academic Support Center (ASC) is the name given to our learning support program because it is a 21st-century model providing hope for those who need that one-on-one nurturing support.
The ASC Team will be made up of teachers and a Head of the Center who is responsible for the overall running. There will also be therapists covering speech and language therapy and occupational therapy as outsourced structures, should the need arise. We ensure that our learning support program is individual to each boy’s specific needs so he can benefit optimally from our school curriculum. If your son has support needs, his learning support level will be ascertained on application and re-evaluated every term.
With early intervention, we can identify the boys who require learning support as early as possible. We maximize their individual capabilities using a strengths-based approach and developing self-guided learning. Through this approach, DHS offers an empowering and enriching learning experience for boys with different abilities, rather than one that is intimidating or discouraging.
1. Neurodiversity (e.g., specific learning disorders: dyslexia, dyspraxia, dysgraphia, and dyscalculia; neurodevelopmental differences: attention-deficit/ hyperactivity disorder)
2. Speech and/or literacy barriers
3. Memory and @silent barriers
Diversity: We recognize that each learner is unique, with individual strengths, challenges, interests, abilities, and learning needs. DHS is committed to differentiating its educational program to accommodate a spectrum of learning needs according to available resources.
Inclusivity: We support and celebrate diversity, equality, and collective belonging so every boy can feel secure and comfortable being himself at our school.
Progression: We recognize the learning differences in our learners, and we ensure access, active participation, and advancement of all boys by offering a comprehensive education of the highest standard. We help boys excel through appropriate curricula, software, teaching strategies, learning support, and the use of resources and partnerships within the community.
Quality: We value the ongoing research, development, and improvement in the quality of support we provide. Collaboration: We follow a collaborative approach that always considers the best interests of each boy.
At the core, AIS is characterised by building and sustaining high-quality, authentic interpersonal relationships. The academic programme with a strong emphasis on entrepreneurship – together with the sport, cultural and extra mural programs – instil and promote our core values, namely, honesty, environmental consciousness, care for others, social responsibility and healthy living. authentic interpersonal relationships. The academic programme with a strong emphasis on entrepreneurship – together with the sport, cultural and extra mural programs – instil and promote our core values, namely, honesty, environmental consciousness, care for others, social responsibility and healthy living.
The outcomes we are aiming for during this phase of the learner’s development is an increased sense of well-being, self-confidence, productivity, motivation, stress management, and improved interpersonal skills.
During the journey from Grade 4 to Grade 7, learners are actively engaged in exploring the various additional learning opportunities available.
Learn Through Play:
As a parent, you probably love to see your child playing. It’s incredible to hear their ideas and to learn about the new worlds they create. It’s also fun to see how creative they can be as they put their imagination to use in learning about the world around them.