At the American School of Bombay, we believe every learner can embody our mission through individual pathways and that every child learns at different paces and in different ways.
ASB’s team of international teachers support students in and out of the classroom. Teaching Assistants, Reading Specialists, Science and Language Specialists, the School Psychologist, and Literacy Coach all support and enhance student learning. Additional support is available through our EAL Teachers, Divisional Counselors, Instructional Coaches, and Healthcare Professionals.
Using the Multitiered Systems of Support, ASB recognizes that some students may need small groups or individualized learning services, so that they may work toward, meet or exceed grade-level proficiency. Others may need a modified program that runs alongside that of their peers. ASB believes in the importance of a collaborative approach to serving students, including parents and guardians, classroom teachers, special services staff, and administrators in implementing and monitoring for growth and success. ASB will provide for all students whom we have the resources to serve.
Should educational testing be recommended - either as part of the admissions process or at any stage following admission to the school - ASB will conduct such testing within the school setting. Our experienced team includes educators familiar with the most recent testing and assessment procedures. If ASB is unable to conduct the tests at school, we will provide a list of testing facilities that we have vetted and align with our school philosophy and approach to working with students of differing needs.
Should parents express a desire for educational testing at any point, ASB expects to partner with families to determine what tests (if any) should be conducted. Test validity can be compromised if families choose testing outside of ASB and the school is not consulted.
Speech & Language Therapy
The Speech and Language Program offers support for students with mild to moderate speech-language difficulties from Early Childhood (age 3) through Grade 12. The areas of intervention may include articulation, receptive and expressive language, voice, oral motor, and fluency. Examples of skills addressed toward receptive/expressive language development can include vocabulary, grammar, and listening skills. Comprehension strategies and organization of ideas are also addressed, in addition to verbal reasoning and problem-solving strategies. Articulation therapy involves working toward the production of age-appropriate speech.
Learning Support (Pre-K - Grade 5)
Our Learning Coaches provide learning support to students with identified learning differences, and needing long-term support academically, behaviorally, and/or emotionally to reach their potential. The Learning Coaches provide teachers with resources and support for students who are working below grade-level standards and those who are highly able.
Highly able students may demonstrate that they are working above our grade-level expectations, in any core subject area or specific concept/unit or that they have cognitive abilities that show the potential for working above grade-level expectations. The level of support depends on the determined need. For those who are more formally identified, and/or show particular strength or need in an area or areas, a formalized plan may be developed, and a more personalized program might be constructed while keeping the student with intellectual and social peers as much as is deemed appropriate. Service development and delivery is a team process in which the student, parents, teachers, support specialists, high ability program coordinator, and administrators work collaboratively to determine the support necessary for the student to make expected growth.
The School Psychologist works with counselors, specialist teachers, classroom teachers, parents, and students in ensuring that students with learning, language, behavioral, and/ or counseling needs are given support by the school. The School Psychologist also provides short-term individual counseling interventions. In addition, the School Psychologist conducts formal psycho-educational assessments when needed.
As an umbrella term, the High Ability Program includes students who are high achieving/performing, gifted, twice-exceptional, or any combination of the three. Although it is currently entitled the ‘High Ability Program,’ it is useful to place the emphasis on High Ability Program as offerings, options, recommendations, enrichment, extensions, and individual programs that are fluid and based on student interests, identified academic and social-emotional needs, readiness, progress, and learning profiles.
In addition to this, we also offer:
- Occupational Therapy (PreK-G8)
- School Counselors (PreK-G12)
- English as Additional Language Specialists (G1-G12)
- All Content Area Teachers (EC3-G12)
* To best support individuals, ASB also collaborates with outside services agencies and partners with parents in sourcing outside services.
Dedication to Inclusion
At ASB, inclusion is both an attitude and approach. It is an ongoing commitment to valuing, empowering, and supporting the individual learning needs of all students. We aim to provide students access and engagement in our inclusive environment through the removal of barriers that may lead to exclusion; assuring that all viable support systems are available, provided, and maintained.