Special Education

In Shah Satnam Ji Girls’ School our Mission is to help and guide each student to become academically and personally successful, internationally minded and motivated life-long learners and caring citizens. Our Focus is on broad and balanced education to its students through scientifically designed methods of teaching. No child should left behind. We accept all children who are able to benefit from our curriculum provided that places are available and we have taken care to meet the special need of care for those students who for some reasons are still academically delayed.

We strive to provide an engaging, caring and supportive learning environment with small class sizes, Shah Satnam Ji Girls’ School, where we care for each and every student, is providing support as well as challenging each individual learner to fulfill his/her potential. The School Staff is a committed, learning-focused team of teachers, who place value on students gaining fulfillment and satisfaction from their learning. We believe that effective communication between students, parents and teachers is of great importance and as such, will endeavour to continue to build the strong relationships that will promote and foster a love.

To reinforce basic concepts and skills taught in the lower grades, and to help promote independent work habits in the delayed learners we have started Saturday prep-classes. These classes are to give special attention to the students who are weak in basic English reading writing and comprehension ability and basic numeric skills. Communicative classes in French are given to practice communication skills and increase fluency. Students are also able to choose books from our very well-resourced library, including titles from the Accelerated Reader and “Rally of Lecture” reading programmes. Parents can help greatly by showing interest in the book, and reading with and to your child.

Inventive teaching methodology.
Our highly professional and trained educators use the latest scientific teaching methodology to meet the standard and quality of its international curriculum. Here is a brief description of some of the latest classroom technologies that we use in Shah Satnam Ji Girls’ School to make the learners interested and engaged:

1. Classroom GD
Students are divided into groups and are participate in a group discussion on a learnt topic under the educator’s guidance.
2. Assembly presentation
Students take any subject topic from their syllabus, do the research work and give a presentation in the assembly for all.
3. Brain Teaser
A quick activity to stimulate thinking. Example: How many sides does a cave have? (Answer: Two – inside and outside!)
4. Cartoons or puppets
Introduce a thought, concept, skill etc. by posting, reading or creating cartoons or puppets. Cartoons or puppets can also be cut up and used as a sequencing activity.
5. Current Events
As learners enter, have them respond to posted events in recent news in various ways – discussing three ways it could affect them, drawing a picture, etc. Use responses for discussion.
6. Daily
An opener activity in which educators post statements or any number of daily questions, problems, etc. for learners to correct, finish, explain, etc.
7. Fishbowl
Cut up questions and put in a fishbowl. Have learners draw out one question from a past lesson and be prepared to answer.
8. Journal Reflection Writing
Typically done for a few minutes each day. The writing or drawing is done in a notebook and is often used for exploration of ideas of interest to the learners or to encourage reflection. Journal writing can be statements written by the educator as dictated by the learner. In other instances, the journal can be a writing activity about a class mascot. On the weekend, the mascot is taken home and a journal entry is recorded about what happened during the “sleep over”. Photos of the event are an added delight.
9. Forced Analogy
Have learners make analogies by comparing two selected words. Example: Compare a zebra to a penguin.
10. Knowledge Rating
A pre-reading strategy designed to evaluate learners’ prior knowledge of a topic by having them rate how well they know the content vocabulary words. The vocabulary words are presented and learners rate each word with a number – (1) know it well enough to define it, (2) think I know it, (3) have heard it or have seen it, and (4) no clue. The educator can then identify how much pre-reading instruction will be necessary for critical reading as well as identifying words for explicit vocabulary instruction. It also allows the educator to differentiate instruction based on a learner’s need.
11. Spotlight On
Similar to “Learner of the Week.” The work and background of a single learner is showcased to the class and learners are asked to say three positive things about that person’s work.
12. Venn Diagrams
Display a partial Venn diagram and have learners fill in the rest. It is a form of graphic organizer commonly used in mathematics and comparisons.
13. Suggestion/Mailbox
Useful for collecting any form of feedback. Learner opinions can be regularly collected as part of class activities or the box could be used in the classroom as an informal method for learners to share information
14. Word Associates
Require learners upon entering class to identify which word or object is different from a series of others. Learners then make a general statement to link the other words or objects. It requires higher-level thinking skills and help learners identify relationships between words while recognizing categorizing factors.