Two Wings International School

Welcome!

Two Wings International School is a bilingual international institution providing Daycare, Nursery, and Cambridge Early Age and Lower Primary programs.

Two Wings Programs

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Our Promise

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Daycare

(11 month – 3 years old)

supervised care and early childhood education for infants, toddlers during the day…

Two Wings Offering

Two Wings International School, after daily classroom observations, meetings with teachers and discussions with parents, strives to:

  1. To evaluate students with educational tools conscientiously designed by expert teams and serving as a diagnostic test model.
  2. To determine more or less the degree of difficulty of the child.
  3. To invite parents to enroll the child, as necessary, in an intervention program, the most common and most important being the Reading intervention program which includes all branches of learning linked to reading. language, including reading, writing, spelling, oral expression, vocabulary enrichment, basic grammatical concepts, etc.

Two Wings International School, soaking up the continuous observations of its learners, draws inspiration from this work to intervene in the classroom with a view to advancing its students with different learning disabilities.

Collective work carried out on the initiative of Ollivier DELPLANCKE
IEN in the Moûtiers district allowed schools to provide nursery and elementary school teachers with information on the various learning disabilities encountered by certain students.

 

Source:

  • Observations base sur experience
  • Hanna A. Kubas, Jac J. W. Andrews, James B. Hale

Learn more about specific learning disabilities.

Children with learning disabilities typically have average or above average intelligence, but have problems perceiving (understanding) or using information, resulting in inconsistent abilities and observable weaknesses in reading, speaking, writing, listening, problem solving, numeracy and social skills.
A specific learning disability (SLD) is described as a neurodevelopmental disorder (associated with the growth and development of the brain) that results from the interaction of genetic and environmental factors that affect the way the brain perceives, processes and uses information. ‘information. The Canadian Learning Disabilities Association (CLDA) defines SLDs as dysfunctions that may affect the acquisition, organization, retention, understanding or processing of information in individuals who otherwise demonstrate less average intellectual skills. SAD is best understood as lower academic achievement based on a person’s age and developmental stage, despite classroom instruction and other interventions that should improve it.

SLD Charateristics

SLD results from impairments in one or more cognitive processes that involve the identification, retention, understanding and acquisition of study skills. An important characteristic of SLD is that ongoing academic difficulties are not the result of intellectual disability (low intelligence), neurological, motor, visual or hearing impairment, nor of external factors such as status socioeconomic, lack of opportunities, cultural or linguistic differences, frequent school absences, poor teaching or a simple lack of motivation.

Specific learning disabilities in reading

Children with reading SLD may have difficulty with reading accuracy, for example difficulty recognizing, pronouncing and reading single words; with the fluency of reading, which can be slow, hesitant or jerky and which prevents comprehension; or with reading comprehension, such as difficulty understanding the meaning of words or sentences. A child with a word-level reading problem may have difficulty pronouncing words or remembering them overall. Another child can remember and pronounce the words, but reads slowly and does not remember the sentence. Yet another can read words correctly and quickly, but without knowing their definition, which prevents comprehension. Finally, some children simply have difficulty understanding oral and written language in general; their reading comprehension is then reduced.

Specific learning disabilities in mathematics

Children with SAD in mathematics have difficulty mastering number sense (understanding the magnitude, amount of numbers, or relationships between them), mathematical fluency (memorizing or recalling math facts), mathematical calculation (steps to take to solve an equation or procedures to follow to accomplish an exact calculation), or mathematical reasoning (applying mathematical concepts, given facts or procedures to solve quantitative problems, often presented verbally). Many children have difficulty recognizing the difference between number values and cannot estimate answers. Some people do well at math in general, but get lost when trying to take multiple steps for a more complex problem. Others don’t remember math facts (6 x 4 = 24) and have to calculate mentally or on paper, which slows them down. Finally, some children have difficulty applying mathematical formulas to math problems; therefore they cannot translate words into numbers or decipher what is required in the sentence in terms of calculation.

Specific learning disabilities in writing

Children with SAD writing have difficulty with spelling, grammar and punctuation, or organizing or making their writing clear. When children write, they need to plan what they want to say, organize their thoughts, write the sentences, reread them to make sure they “sound right” to the ear, and then revise them so that the text overall sounds good. consistent. All of this is very difficult for children who are inattentive, poorly organized or impulsive, and who do not revise their work.

Specific learning disabilities in oral language

Children with oral language SAD may have difficulty with phonological awareness (sensitivity to the sounds of spoken language), with semantics (vocabulary), with receptive language (understanding spoken language), with expressive language (using of the language), or with grammar and syntax (verb tense, word order, sentence structure). These children have difficulty following instructions given orally and making oral presentations. They also exhibit weak conversational skills.

Although some argue that SAD is lifelong, recent studies suggest that specific, targeted interventions could change the brain’s “connections” to allow children with SAD to use the same brain regions to read, write and calculate that children without learning disabilities. Hence the importance of understanding the type of SAD a child has and providing education or targeted interventions that can help them overcome the problem.

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