Support services at Hlíðaskóli

Hlíðaskóli is an inclusive school serving all its students. Equal access to education is a fundamental human right, and the school's role is to promote comprehensive development and education for all students. Support teaching is one way the school accommodates students' varying development and abilities. Support teaching may require deviating from specific goals, changing topics, and/or setting new objectives.

Support teaching organization

Support teaching can be individual or group instruction, scheduled temporarily or long-term. Teaching locations include students' classrooms or learning centers.

Early intervention is emphasized, with regular screening tests to identify students with learning difficulties. The head of division for support teaching oversees instruction planning.

Illustration of children reading and writing at desks in a classroom.

Specific learning difficulties

Decisions on support teaching are based on screening test results like Lesferill, Logos and Talnalykill, and homeroom teachers' tests and surveys.
First graders often have Hljóm results from preschool. Hljóm tests preschoolers' phonological and linguistic awareness, indicating potential learning difficulties.

  • Homeroom teachers apply for support teaching in consultation with parents to the head of division for support services. Applications state the student's academic status, support needs, and classroom accommodations. Relevant tests, surveys, and/or diagnoses are included.

  • Parents/guardians can request support teaching through the head of division for support services, who assesses the need.

     

Individual curriculum

Individual curricula clearly connect to class curricula, adapting learning emphases, materials, and teaching methods to student needs. Individual curriculum goals are regularly evaluated and revised.

Most students receiving support teaching follow the class curriculum, but individual curricula are created when deviating from class goals and methods is necessary.
Main subjects requiring support teaching are reading, writing, and math.

  • Students with reading difficulties may need training in phonological analysis, reading speed and confidence, reading comprehension, and text work skills. Audiobooks, correction software, and study techniques are emphasized.

  • Writing or language work may include handwriting practice, phonological analysis, spelling rules, grammar training, grammatical concepts, and various text writing.

  • Students struggling with math may need concrete instruction, basic operations practice, slower pacing, or alternative materials.
     

    Learning center

Learning center teaching is mostly course-based. Work generally aligns with classroom content, though approaches may differ.
Each course has defined goals, methods, and materials. Weekly hours and course duration are set at the start. This information is presented to students in the first class. Results are evaluated at course end.

  • Special education teachers in the learning center work with students needing temporary or long-term alternative learning approaches.

  • They provide colleagues support and advice on materials and teaching methods for students with learning difficulties.

Disabled students and students with behavioral, emotional, and social difficulties

Services for this student group vary. Each student is unique, with individual characteristics and needs that the school's teaching arrangements must consider.
The goal is to meet individual student needs as much as possible in the classroom and through general participation in school activities. If needed, the homeroom teacher and/or parents request support/assistance for a student from the head of division for support services.
Social support aims to improve social skills and increase social participation. Homeroom teachers and support staff collaborate on social support. Student social support may include:

  • Organized small group collaboration
  • Structured recess and free play activities
  • Work with the Cat box
  • Social skills stories
  • Friendship groups
  • Buddy systems
  • Bullying education

If necessary, a team is formed around the student to work on common goals for their schooling. The team includes parents, the homeroom teacher, and other school staff working closely with the student. External parties involved with the student may also join. Multidisciplinary teams aim to coordinate services. Teams meet at least twice yearly, or more if needed.