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Saint Ambrose Inclusion

Saint Ambrose School offers an inclusion program for servicing learning disabled, at risk, and other health impaired students. The inclusion program began in 1992 and now serves as the model for the Saint Louis Archdiocese.

An inclusion program is one in which diagnosed learning disabled students participate in grade appropriate classes with their peers. Modifications and adaptations are made on an individual basis based on the student’s strengths and weaknesses as determined by outside professional diagnostic testing.

The fundamental tenet of the program is that each student is an important, accepted member of the school and community. Inclusive educators (all educators at Saint Ambrose) work to create a sense of oneness; yet, they celebrate diversity within the group.

Children accepted into the Inclusion program are students with average to above average intelligence. However, for various and sundry reasons, they do not perform to their potential. When it is noted that a discrepancy exists between these students’ potential for learning and what they are learning, they are referred for outside diagnostic testing.

It cannot be stressed enough that a child who has a learning disability is a bright and intelligent child. Due to any number of reasons the child is not producing what is expected, based on their tested cognitive scores. The learning disorder, or learning difference, then affects any of five general areas: spoken language, written language (reading, writing, and spelling), arithmetic, organization and memory.

A Learning Consultant spearheads the program. It is the duty of the consultant to assist in identifying students with special academic needs. Once the regular classroom teacher notes a concern the learning consultant observes the student in the classroom setting to gather data. This information is used to ascertain if this is a temporary educational hurdle that can be overcome, a behavior problem that is inhibiting learning or an actual learning difference.

When the data has been collected a Whole-Child Development Team (Care Team) is called. The team members develop a working plan to assist the student, schedule a follow-up meeting, and/or recommend professional diagnostic testing to identify the learning disability or medical problem (i.e. vision, hearing, attention difference).

If a learning disability is diagnosed, an Individual Student Profile (ISP) is designed for the student. This is based on the testing results. The classroom curriculum is modified and/or adapted to the student’s strengths and weaknesses. A meeting is held with all the teachers involved with the student and they are informed of the developed profile and plan for the student.

In the Penthouse, studies are strengthened and the student learns individual strategies for study. With the learning consultant as a guide the student is informed of their strengths and weaknesses, with the stress placed on the strengths. Once the student is aware of his/her academic learning strengths he/she begins the path to studying all class material in a manner geared to those strengths. These "training sessions" give the learning disabled student the knowledge and power to conquer his/her learning differences.

The learning consultant also acts as a support personnel to the regular classroom teachers. She works closely with them in modifying and adapting the class material to the individual needs of the targeted students. If necessary a lesson may be team taught to the entire class or a classroom within a classroom may be setup.

The learning consultant is most often in the classroom with the students who have a learning difference. She is there to observe and to give additional support on a one-to-one basis or in small group work when needed. Support is not only given to the identified students but to any child in the classroom that needs the assistance at that time.

The learning consultant also acts as a support and advocate for the parents of identified students in the program. The consultant is in frequent on-going communication with the parents.

The Inclusion Program at Saint Ambrose originated in 1992 as a pilot program for the Saint Louis Archdiocesean School System. Due to its overwhelming success it is now the model program for the Saint Louis Archdiocesean Schools.