The International School Bangkok has just opened its doors to six students with intensive needs. In this presentation, delegates will hear about the journey ISB took to educating ALL students, regardless of academic ability, and why this presenter believes that all schools can and should be doing the same. Lori will share how her classroom is set up, programs and curriculums used to promote learning and independence, and show videos of her room in action.

1. Education for ALL:
Teaching Students with Intensive Needs in the
International School Setting.
Yes, it can and SHOULD be done.
By: Lori Boll

2. Housekeeping
• Slides can be found here:
• No pictures of pictures,
please.
• @LoriBoll

4. www.loriboll.me

6. “Inclusion is the careful and thoughtful marriage
of educational excellence and equity. Inclusive
schools successfully serve a managed number
of students representing the full range of
learning differences; mild, moderate, intensive
and the exceptionally able.”
From “The Next Frontier: Inclusion in International Schools - A Practical Guide for School Leaders”. By
Kevin Bartlett, Kristen Pelletier, Ochan Kusuma-Powell and William Powell

7. • September- LTW Monograph: Behavior - in Jakarta
• October- LTW Monograph: Early Childhood- in
Reggio Emilia
• November- “Conversation” in Tanzania
• January- “Conversation” in Bangalore

8. Building Common
Meaning & Community
Commitment
Designing and Delivering
the Service
Developing Professional
Capacity
Evaluating and Improving
the Program
4 Year Plan

9. Are these mutually exclusive?

12. Families that wish to work abroad should have access to an
education that meets the needs of all of their children.
Children from one family should not be split between schools.
ISB can meet the learning needs of more children with great
success.

13. Schools should reflect society and not pick and choose
students.
ISB students will benefit from a greater understanding of
students with more diverse learning differences.
Working to meet the needs of students with greater learning
challenges will result in learning and growth for us as
educators that will benefit all students.

14. Understandings
• There will be ups and downs
• Additional resources are
required
• Cannot meet the needs of all
students
• Plenty of learning to do
• Communicate, listen, &
support well

15. Coming Soon…
The real

16. Leading The Way Monograph
Published by August 2018

20. • Staffing
• Admissions
• Parent
partnerships
• Communications
• Mission, Vision,
Principles
• Common language

28. ElementarySchool

30. Middle School

31. April 2, 2018

33. High School
• Spoke with TOK
classes
• Appealed to service-
minded students…

34. • Curriculum: Styer Fitzgerald + Supplemental
• Assessment: Styer Fitzgerald
• Service Delivery Model: OT/SLP/LRE
• Procedures: Our classroom is based on TEACCH

38. The program (LRE) will look different for
each student

39. TEACCH
Treatment & Education of Autistic & Communication related handicapped Children
Started at the University of North Carolina at Chapel Hill in 1966

40. Physical Lay-out of Room
Culture of Autism
Independence
Independence
Visual Structures
Work Stations

41. Culture of Autism
• Strength is processing visual information
• Attention to detail without understanding of how
details fit together
• Difficulties: Organization, attention, recognising the
beginning, middle, and end of activities.
• Communication is often a challenge (verbalizing
and/or social communication called pragmatics)

42. • Tendency to become attached to routines
• Disruptions to routines can be extremely upsetting
• Marked sensory preferences or dislikes
• Tendency to engage in preferred activities with
difficulties disengaging when asked

43. Physical Lay-out of Room
Culture of Autism
Independence
Independence
Visual Structures
Work Stations

46. Physical Lay-out of Room
Culture of Autism
Independence
Independence
Visual Structures
Work Stations

50. Physical Lay-out of Room
Culture of Autism
Independence
Independence
Visual Structures
Work Stations

53. Physical Lay-out of Room
Culture of Autism
Independence
Independence
Visual Structures
Work Stations

54. Structured Work Stations
The Essential Questions
1. What do I have to do?
2. How much work?
3. When am I finished?
4. What comes next?

55. Independent Work Area

57. Life Skills

58. Matching & Sorting

59. Leisure Skills

60. Literacy

61. Numeracy

62. Fine Motor

63. Patterns

64. Sequencing

65. A “typical” day in the ILC

66. A “typical” day in the ILC
• Circle time
• Sensory
• IEP work/ Literacy focus
• Snack/Recess
• IEP work/ Math & focus
• Communication
• Lunch
• Choice Time
• Community Time
• Specials classes
• IEP work/Social Skills
• IEP work/ Life skills

67. Non-preferred
Activity
Preferred
Activity

70. Sight Word Program

72. Communication/ AAC

73. Resources
• Styer-Fitzgerald
• Edmark
• Wilson Reading/ FAST Phonics
• Fountais & Pinnell
• Handwriting Without Tears
• Interactive notebooks from Teachers
Pay Teachers
• Touch Math
• Ten Frames
• Lots of Manipulatives
• PECS (Picture Exchange
Communication System)
• Proloquo2go (ACC)
• Social Thinking Curriculum (Not yet)

74. The Management of Actual
or Potential Aggression (MAPA)
Crisis Prevention Institute

76. “I’m not trained in this.”

79. Challenging
Behaviors
Things we didn’t
know we didn’t know