Vision

At AIS, we aim to transition each child into mainstreaming and/ or inclusive activities when they are ready. To facilitate this process, we partner with parents to develop Individualized Education Plans. Additionally, we provide a variety of exciting electives like art, and other mainstream subjects to help the students enjoy school, develop their multiple intelligences, and accelerate their overall learning.

Supporting Individual Needs

We present material in a variety ways to help children work in their own styles at their own pace. Our strategies include visual, tactile, kinesthetic, and auditory teaching, large and small group work, and individual attention. We allow ‘alternative outputs’ so students can show what they know using their strengths. Behavior plans are written as needed.

SPED Classrooms at AIS

Our classrooms are comfortable so the kids can focus on what is being taught. Each room has the needed resources to help the children develop reading and writing skills. Separate spaces are used for individual work, group projects, storytelling, dance, music and art. Classroom activities are used to develop social intelligence and fine motor skills.

Partnerships

We partner with students, parents, occupational therapists, speech therapists, pediatricians and other service providers as appropriate. Decisions are made as a supportive team. Weekly team meetings are held to know the students’ needs and to ensure that decisions are shared by all and based on best practices. The roles and responsibilities of each SPED teacher (and assistant) are posted in classrooms to ensure effective implementation of the program.

Four SPED Tracks at AIS

Track 1: Mainstreaming
7:30-2:30 Mon-Thurs (shortened academic periods on Fridays)
Levels: Preschool and Grade School
Class size: 10-15 Students (Including max of 2 students with diagnosis per class)
8 Subject Teachers
1 Homeroom Adviser
1 SPED Teacher
• Shadow teaching (as needed)
• Modified instruction
• Behavioral modification
• Quarterly progress reports
• Testing & grading accommodation
• Consultation with general education teachers
• Communication notebook (parents & teachers)
• Pull out (individualized session or structured playgroup)
• Designing and implementation of IEP (in support to class’ scope & sequence of lessons)
• Brigance Assessment
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Track 2: Academic Self-contained Class
2 hours/class Mon- Fri AM
Levels: Preschool (3-5 years old) and Primary Grade School (6-8 years old)
Class size: 6-8 Students
2 SPED Teachers
• Social skills training
• Behavioral modification
• Self help skills training
• Testing accommodation
• Quarterly progress reports
• Access to regular curriculum
• Highly individualized instruction
• IEP based on regular curriculum
• Focus on developmental domains that exhibit delay(s) and/or difficulties
• Brigance Assessment
______________________________________________________________________________________________________________________

Track 3: Adaptive Self-contained Class
2 hours/class Mon- Fri AM
Levels: Preschool (3-5 years old) and Primary Grade School (6-8 years old)
Class size: 6-8 Students
2 SPED Teachers
• Social skills training
• Behavioral modification
• Self help skills training
• Quarterly progress reports
• Utilizes authentic assessment
• Access to adaptive curriculum
• Highly individualized instruction
• IEP focusing on daily living skills & functional academics
• Brigance Assessment
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Track 4: Functional Academics Self-contained Class
7:30-12 Mon- Fri AM
Levels: Grade School (Grades 1-6)
Class size: 6-8 Students
2 SPED Teachers

• Social skills training
• Behavioral modification
• Life skills training
• Quarterly progress reports/report card under SPED
• Utilizes authentic assessment
• Highly individualized instruction
• Fundamental academics
• Grading Accommodation
• Communication Notebook
• IEP focusing on priority learning goals (different developmental domains)
• Brigance Assessment

Our SPED Teachers

teacher-abby Teacher Abby is in her third year at AIS after working at a SPED Center in America for five years. She has a genuine calling to teach children with special needs. Her students are fortunate to have her as their teacher, as she is a caring and highly capable educator with seven years experience in the field. She completed her Bachelors degree in Psychology at DLSU-D and she completed her Masters in SPED at  Rutgers University, USA.
teacher-charlene Teacher Charlene has been a teacher of SPED for the past nine years. She earned her teaching degree at St. Paul University Manila and she is doing her Masters in SPED at DLSU. She taught SPED in California, USA for five years but she came back to share her expertise at home. Charlene is an exceptionally committed and child-centered teacher: her students are lucky to have her here at AIS!
teacher-nikki Teacher Nikki is a highly skilled  and dedicated educator with more than five years experience in special education. The patience and concern that she has for each child is a true blessing. She earned her degree in education at the University of Santo Tomas, with a major in special education, and she is presently working on her Masters degree in reading at De La Salle University.

Advantages

  • Nearby for Manila families
  • Arts, sports, playground and more
  • Quality education at an affordable price
  • Experienced, caring and talented teachers
  • Electives and Inclusion
  • Brightly lit classrooms

What AIS Parents say

“My son is currently in the mainstream program. He enjoys studying here and he likes his teachers.  He is getting the extra help he needs in Math, and slowly but surely he is coping up with his academics. He is also improving socially and I’m thankful to all the SPED teachers for the extra attention they give to my son. The IEP (Individualised Education Program) is very helpful for us. Thank you AIS for adopting the differentiated learning approach and for all your support, being accommodating whenever I have any concerns. As said by his developmental doctor, he has shown a lot of improvement since he transferred to AIS. We have tried other schools before and I can say that your SPED Teachers are the best. Steven once said to me, “Thank you mom, I love my new school, I love you so much mwah!”, and that says it all.” [Ofelia D. Ong]

“At the age of two my son was diagnosed with mild autism. He has always had difficulties in social settings but he’s improved in numerous ways since joining AIS. I’m so proud of him! His developmental pediatrician has also noted the significant positive changes in him, without seeing any need for medications. Although he is still ‘a work in progress’ we continue to see the positive impact that his SPED teachers are having on him. I can honestly say that their early intervention strategies are working, and I can highly recommend AIS to other families.” [Dennis Mancilla]

“As parents, we are astonished by how much the AIS teachers have cultivated our child’s confidence and attitude towards learning. We have seen a remarkable improvement since he started at AIS. Indeed, the teachers lend their hands to provide the best education for the children with varying educational needs. Thank you AIS for your wonderful teachers and SPED program. More power!” [AIS Parent]

“The IEP program, headed by teacher Ched in preschool, helps Soren to stay focused, to understand the lessons, and to manage her feelings better. It is also helping me to understand my daughter better and to manage her meltdowns more effectively. I can say that Soren has really improved and it’s a joy to see someone in school who understands what she is going through and will not see her only as “Makulit”.” [Soren’s Mommy]