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CONCEPT PAPER for a LEARNING RECOURCE CENTRE

EVERY CHILD IS DIFFERENT AND EVERY CHILD HAS DIFFERENT LEARNING
NEEDS.
Reasons for proposal
There are a number of International Schools in Thailand and the ones regarded with the
best reputation for providing high international standards do offer some Learning
Support provision. Although these schools do have a small percentage of students who
have special needs, the vast majority of children who require additional support either do
not gain admission or do not have their needs met.
In the past foreign parents of children with special needs tended not to pursue an
expatriate life in Thailand. This is no longer the case as more and more children from
expatriate families with special needs are applying to enter international schools.
Children with special learning needs are no longer exceptions at International Schools.
Many Thai families who have children with special educational needs currently face the
problem of sourcing quality educational provision. Despite recent developments
Thailand currently has a lack of first class provision for children with special educational
needs.
If Bangkok Patana School is willing to consider developing a Learning Resource Centre
for students who require special provision it would be leading the way in providing for an
international and local community need for children that currently are unable to access
the mainstream curriculum. The school would be seen as being at the forefront of
developing a new educational philosophy in the spirit of integration and inclusion. Not
only would it be seen as providing a quality service to the community but also the
mainstream students would be given the opportunity of interact with and help those who
dont have the same abilities or skills as themselves. Many students do find personal
fulfilment in working with and contributing to the success of SEN pupils thus creating
more tolerant, empathic and caring students. Of course establishing such a Centre
would also be a means of adhering to the Bangkok Patana School mission statement:
Our mission is to ensure that students of different nationalities grow to their full potential
as independent learners in a caring British international community We take pride in
saying we are non-selective when really we are selective.
Taken from The Bangkok Patana School Principles: We have high expectations of all
students and value continuity in their learning. At their individual level students achieve
the highest academic standards.
values each students intellectual, physical, social and emotional development while
encouraging them to be resourceful and creative
develops an understanding of self-worth and the worth of others
http://www.patana.ac.th/TC/section/handbooks/Content.asp?ID=97
There will always be children who require extra help because of the disadvantages they
face and such a centre would be a way of catering for some of the children and provide
the chance for them to fulfil their potential. A centre for special education would do
wonders for improving the attitudes of acceptance, understanding, and tolerance of
those who are different. Enjoyment and achievement are important for all children,
especially for those who face a wider range of challenges both academically and
socially. Currently there are no such facilities at any of the International schools in
Thailand.
Concept Paper for SEN Unit. Bangkok Patana School. June 2015. ANKI

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Bangkok Patana School has the chance to lead the way in making high quality
education accessible for children with special needs.
If we are to be truly international and accept children from all parts of the globe, we are
already accepting children with different needs. Therefore accepting children with
specific learning needs at international schools is inevitable. Our role as international
educators is to value differences and create school environments where different
student needs are accommodated. As Forrest Gump asks: What does normal mean
anyway? (Effective Learning Support in International Schools: M. Halidmann, A.
Hollington 2004)
Haldimann & Hollington (2004, p. 9) also state that all international children have
special needs and go on to say that it is unethical to accept students located on any
sector of the exceptional continuum and not make provision for them either in the
mainstream classroom environment or in a Learning Resource centre.
Part 2, Section E Access to Teaching and Learning - of the CIS accreditation process
asks candidate schools to address standards by way of an audit of the schools
provision in Learning Support, Guidance and counseling, EAL, and healthcare provision.
Specifically, Learning Support provision is examined in:
STANDARD E1: There shall be effective procedures for identifying the learning needs of
students, both at admission and while enrolled, to ensure that students in the school can
benefit from the schools programmes.
Standard E2: Children with learning differences or specific needs who are admitted into
the school shall be given support to access and enhance participation in the learning
environment through appropriate and effective programmes that are delivered by
suitably qualified personnel. (Standards and Indicators)
As a member of CIS, Bangkok Patana School is compelled to adhere to these standards
and engage them in a meaningful way. Parents, students, teachers, the leadership team
and Members of the Board examine, evaluate and report on the observable practices of
the school against these standards.
The name of the Centre should reflect the expertise and caring that this type of centre
would be providing.
This paper is for initial consideration. The Centre would be an independent unit with the
aim that the children would be integrated /linked into mainstream school life where
appropriate with cross-curriculum and pastoral links (e.g. International Days,
Assemblies, Charity Days etc) and have access to facilities (use of swimming pool/ gym)
as and when appropriate for the purpose of social integration.
If this proposal is accepted in principal then following points will need careful
consideration. Firstly, the school must have an SEN Policy.
Special Educational Needs Policy
It is very important that the School does have a SEN policy and a clear definition of what
constitutes Special Needs or any form of categorisation of Special Needs. A policy is
needed because it is against this that the provision is evaluated and it is where the
school can state the values and beliefs that underpin the provision. Teachers and
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parents need to know what the school policy is in regard to special education. It needs to
be clear that the school is a non-selective school and that the school wishes to be seen
as a school that provides an Inclusive Education?
The definition of Special Educational Needs outlined by the DfES United Kingdom
may be of help:
Children with special educational needs all have learning difficulties that make it much
harder for them to learn than most children of the same age. It includes those with a
range of underlying factors such as cognitive, physical or sensory difficulties, emotional
and behavioural difficulties or difficulties with speech and language or social interaction.
Such children may need additional or different help from that given to other children of
the same age. It also includes those who have a disability that prevents or hinders them
from making use of educational facilities of a kind generally provided for children of the
same age in schools Such children may need additional or different help from that given
to other children of the same age.
Lack of competence with English must not be equated with learning difficulties. At the
same time, when pupils who have English as an additional language make slow
progress, it should not be assumed that their language status is the only reason; they
may have learning difficulties. We need to look at all aspects of the childs performance
whether the problems they have in the classroom are due to limitations in their command
of the language that is used or arise from special educational needs.

Next we must also think about the rationale and benefits of providing Inclusive
education.
Although the Centre would be independent it would have a strong link with the
mainstream school. Having such a Centre, placed within a prestigious educational
setting would reinforce a respect for the sense of uniqueness and worth of human
individuality, of difference rather than disability. If students have regular social
interaction with others who have special needs this does help break down the barriers,
improve the attitudes of acceptance, understanding and tolerance of those who face a
wider range of challenges both academically and socially. One of the benefits of such a
centre is the acknowledgment and recognition that all individuals differ and that when
these differences are dealt with positively, students will be able to develop their full
potential and capitalize upon their own abilities and styles.
Definition of Inclusive Education
An educationally inclusive school is one in which the teaching and learning,
achievements, attitudes and well being of every young person matter.
Effective schools are educationally inclusive schools.
The most effective schools do not take educational inclusion for granted.
(Ofsted 2000)

Number of Students:
It is suggested that initially the number of SEN students is restricted to 15 (3-5 years of
age) with 5 children per class with one qualified SEN teacher and a qualified TA. The
long term plan would be to aim for 15 children in each key stage. The age of the pupils
would range from 3 years to 18 years maximum.
What type of SEN can be catered for?
If Bangkok Patana were to operate a Centre for children with SEN then thought must be
given to the types of need that could be realistically accommodated. The school would
not be looking at providing support for those children who require residential care. Those
Concept Paper for SEN Unit. Bangkok Patana School. June 2015. ANKI

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students who have a physical disability but are functioning at an age appropriate
cognitive ability should be catered for in the mainstream (as long as the school is barrier
free and provides access for the disabled). The school would be unable to cater for
those children who have both a severe physical and intellectual impairment.
It is crucial from the outset that the school agrees the entry criteria for the Centre. This
could be based on IQ and or behavioural analysis. It is recommended that research is
carried out to see what criteria other schools use and an educational advisor such as
Janet Webster is used on a consultancy basis to establish entry criteria.
Admission procedures are a crucial part of the Learning Centre. All admissions would
be considered by a team; the (Assistant Principal (Centre Manager), The Centre
Educational Psychologist, Speech and Language Therapist and Occupational Therapist.
The Centre would have a separate admissions process which would be independent of
the mainstream Patana admissions process. The Assistant principal would oversee this.
Another area to consider is Facilities.
Facilities:
Initially the School would need to plan space for groups according to age. According to
research the optimal size for small group instruction should be no larger than 5 students.
Therefore the Centre would need initially 3 smaller than regular size classrooms with
corner kitchens. The Centre would also need 2 regular size classrooms for a Library &
Computer resource room that all students could access.
1 fully equipped home economics classroom
An office for the Centre staff and resource room for storage of files / resources etc.
2 small working areas for one-to-one support.
1 meeting room for assessments/ parent conferences.
Toilet facilities / including showers.
A covered outdoor play/lunch area.
Therapy pool
Light room
Sensory room
Other equipment teacher chairs/ student chairs/ desks/ teachers desks/ interactive
whiteboards x 3.
Telephone/ Internet facilities.
Resources:
Initial budget for educational equipment & resources of approximately
Initial cost for buying assessment materials & developing a resource library with
references and materials will be high. The centre will also register with ASDAN and buy
into Brigance.
Annual budget to purchase test materials and other equipment suitable for students with
special needs. This would be reviewed annually.
There is now a wide range of ICT resources that require site licenses and are suitable
for pupils with SEN. A number of publishers specialise in SEN resources, e.g.
NferNelson, ACER, Ashton Scholastic. Most of these resources are only available from
overseas.

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The School should consider subscribing to organisations, such as, NASEN (National
Association of Special Education), and SENCO UP-DATE in which relevant professional
development courses are often listed. Northampton University (Village School) now
provides a Masters programme in Special Needs. The Downs Syndrome Association in
the UK has available some excellent resources and training support materials.
Another major consideration is staffing.
Staffing:
Initially a qualified consultant with expertise in the area of Special Needs and
International Education (Janet Webster) would play an important role in establishing the
Centre. It is important that the Board of Governors understand that such a centre must
be seen as along term commitment. Families of Thai students and some International
families will view this as a long term placement and younger students may expect to
remain in the school for most of their educational career.
Initially 3 trained /experienced overseas trained staff in the area of Special Needs. This
would need to increase as the Centre expanded.
Assistant Principal (Centre Manager)
Speech Therapist, Occupational Therapist, Music Therapist, Music Therapist. It is
recommended that the Centre establish links with a Pediatrician who could be consulted
during the admissions stage and when a diagnosis is required.
When the School is recruiting new staff reference needs to be made to the Schools
philosophy on Inclusive Education so that staff who share the same philosophy are
chosen. Professional training for staff at the Centre and also for staff from the
mainstream on the issues of SEN would need to be part of the overall professional
development inset programme.
Scholarships:
The School may consider providing scholarships for two or three children from families
who are unable to afford the school fees. This would demonstrate that the school and its
owners are community minded and have a desire to help the less fortunate.
School Fees:
The School fees would need to cover the cost of facilities, equipment and salaries. As
class sizes are small the termly fee for students in the Centre would need to be higher
than in mainstream.
The Sarah Roe Jockey Club School is part of the English Schools Foundation in Hong
Kong. Patana staff could visit this school to investigate how the needs of the children are
met. Dover Court is another international school in the region where children with
significant needs are accepted.
JCSRS is a purpose built international special school which provides a quality, inclusive
education for pupils with severe learning difficulties and complex needs. The school
caters for children ranging in age from 5 to 19 years. JCSRS forms an important role in
meeting the special educational needs of children in the ESF. The multi-disciplinary staff
consists of highly qualified and experienced teachers, Speech and Language
Therapists, Occupational Therapists, a Physiotherapist and a nurse
http://www.jcsrs.edu.hk/

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The Department of Supportive Education at Dover Court supports an effective inclusive
education for it is a means of achieving the best education for the majority of children,
as it makes suitable provision for individual needs without emphasising differences. It
upholds the fundamental rights of all children to be valued as individuals, to be treated
with dignity and respect and to be loved and cared for in a safe environment. It is a key
that opens the door to all future possibilities. Pupils are viewed holistically, attention
being paid to cognitive, physical, aesthetic, social and emotional development. Learning
is depicted as not only challenging but also pleasurable and rewarding. A Life Skills
programme is incorporated into the Special Needs curriculum at stage appropriate
levels
http://www.dovercourt.edu.sg/index.php?
option=com_content&view=article&id=9&Itemid=133
The Following requirements as outlined in Effective Learning Support for
International Schools, 2004) needs to be addressed to successfully develop a
LRC:

Draw up a flow chart to clearly show the structure of the LRC- this needs to be included
in school policy, curricula guide and general school policy manual and made available to
anyone who inquires about the services.
Personnel schools need to invest in hiring well-qualified, experienced LRC staff. (see
attached Job Description for a LRC teacher Appendix 1).
Policies Enrolment criteria. What type of Special Needs student can we realistically
accommodate?
Organisation - services & personnel. How do we organize the school to accommodate
students with Special Needs? What kind of services can be provided? Who will provide
them?
Assessment & Identification. What type of assessment do we need? How are the
students referred for assessment? Once identified, what are we going to provide for the
student?
Programme delivery & accountability. What type of programme can the school deliver to
children with Special Needs? How do we evaluate whether or not the programme is
effective?
The Parent School Relationship. What support can we provide to the parents of
children with Special Needs?
Evaluation. How can we evaluate the LRC staff? And with what criteria? Should the LRC
be required to produce an LRC policy and curriculum guide for evaluation of LRC
functions?

Concept Paper for SEN Unit. Bangkok Patana School. June 2015. ANKI