Abstract
Abstract Although all multicultural, multilingual, and multinational students in international schools can have special needs, the International School of Brussels wanted to increase support for particular ‘at risk’ students. This population seemed to include: students who passed standardized English as a Foreign Language tests but were not literate enough for regular classes, students with learning problems not identified in previous language or culture, and students who experienced temporary learning disabilities because of a discrepancy between what they brought to the school programme and what the school programme asked of them. The existing secondary school options included English as a Foreign Language and English as a Second Language (EFL/ESL) to prepare students for entry into regular classes, and also small group or individualized instruction to support students with special needs in regular classes. Adapting Curriculum‐Based Assessment (CBA) in an international school caused staff to review: cur...
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.