REACH Centre

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The ISN REACH Centre provides individualised educational support for students to meet their diagnosed learning needs, supporting all students in accessing the curriculum.

Pupils that are given one-to-one lessons, up to thrice a week, (at an additional cost and subject to the Specialist Teachers’ availability) are required to have a recent Educational Psychologist’s full written assessment. The Director of Inclusion can support this process where needed and is available within the admissions process for consultation on this.

As students of the REACH Centre approach their final exams (IGCSE & IBDP) the Director of Inclusion will also serve as an advocate for exam accomodations according to their individualised needs.

Individualised educational support

Specific barriers to learning may include:

  • Dyslexia
  • Dyspraxia
  • Multi-Sensory Approach
  • Attention Deficit Hyperactivity Disorder (ADHD/TDH)
  • Mathematical needs including Dyscalculia
  • Executive functioning
  • Cognitive needs
  • Study Skills
  • Self-regulation
  • Giftedness
  • Exam Preparation
  • Sensory Integration
a female high school student talks to a teacher at an outdoor table

One-to-one tuition

Lessons could be as follows:

  • Phonics-based lessons which have a cumulative, structured, and multi-sensory approach, designed to help the student develop his/her reading, writing and spelling skills, particularly beneficial for students with dyslexic tendencies and language processing barriers.

  • Maths-based lessons that involve inclusive strategies for students that have dyscalculia tendencies as well as those who have challenges with visuo-spatial processing, manipulation of mathematical resources, difficulties with reasoning and struggles with problem-solving/analytical skills.

  • Executive Functioning strategies, resources and adapted programs, to increase organisational skills, ability to retain and map out information through time and space (such as resource allocation and retrieval, meeting deadlines, punctuality and the following of routines and schedules).
  • Study Skills and Strategies, including note-taking, study and time planning, effective revision, use of the Pomodoro technique and ways to overcome procrastination, decreasing/managing study stress, mind-mapping and other forms of graphic organisers, examination and other forms of answering techniques.
  • Receptive and expressive language support including development of deductive and inferential reasoning (both orally and in reading), and the ability to understand and accurately respond to Information-Carrying-Words (ICWs) to increasing complexity.
  • Fine and Gross motor skills strengthening, incorporating both handwriting and bilateral exercises for synaptic firing and increased ability to respond to the environment and control the body’s responses.
  • Consolidation & reinforcement of schoolwork/subject areas (class spellings, working on a class text, preparation for an oral presentation, project work). 
  • Thinking skills including abstract thought, development of blue-sky questioning and response, critical questioning and outlooks, and increased analysis of source credibility and research tools. 
  • Minor behavioural difficulties, self-regulation tools and strategies, in alignment with the Pastoral Team for supporting student-teacher relationships and communication.