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Why Online Learning May be a Better Alternative to International Schools for Kids with Learning Needs
Over the last couple of years it has proven to be increasingly difficult for children with needs to gain entry into international schools and those that do get in, often find support services very limited. As a group of educational consultants based in Singapore, it was difficult to sit back and watch this happen. “There just had to be,” we thought, “a better way.”
In what started out to be a “holding plan” until we could get a student into “proper schools” we decided to try out this new world called “online schooling.” We connected with the K12 International Academy, an accredited online private school program of K12.com, and together worked to train our inclusion support staff to facilitate the K12 online program in our learning center. As many of the expatriate parents weren’t keen on leading a home-based online learning program themselves, we knew that our staff working as “Learning Coaches” could facilitate the K12 curriculum as a comprehensive, mainstream program until we could get a “real” school to accept them.
What we have learned, however, is that in the time we have implemented the K12 program with dozens of students, it doesn’t get more “real” or more appropriate, for that matter, than this: Based on our experiences with the online learning as an option for children with special needs, this type of educational alternative may very well exceed the quality of instruction offered in the brick and mortar, mainstream international schools. We make this statement substantiated by the following grounds:
We know that when a child is accommodated for appropriately, she can achieve at or beyond what is expected of her. When she is educated in a caring, safe environment without the stigma of being “different” than everyone else, anxiety is reduced and more learning can occur. Based on the achievements we are seeing first hand, every day, kids are actually achieving more and at a quicker pace than if they were educated in the brick and mortar international school. Kids learn more when they are taught from the right starting point. Our students, who previously in the mainstream were struggling to achieve close to the levels of their peers, are now closing achievement gaps like never before. “When you let every student work at their own pace you see students who take a little bit of extra time on one concept or another, but once they get through that concept they just race ahead. And so the same kids that you thought were slow 6 weeks ago you now would think were gifted. And we are seeing it over and over again and it makes you really wonder how much all the labels really just are due to a coincidence of time.” (Khan, 2011)
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