Inclusive Education

Learning Support Services

Universal School welcomes students with diverse learning needs and is committed to providing appropriate support within our capacity — because every learner deserves the conditions to succeed.

Every Student Welcomed
Diverse learning needs embraced across all pathways
Individualised Plans
IEPs developed collaboratively with families
Regular Progress Review
Continuous monitoring and plan refinement
Family Partnership
Transparent collaboration every step of the way
What We Can Support

Learning Differences & Our Approach

We provide targeted, dignified support for a range of learning differences — always led by the student's needs, always in partnership with their family.

Learning Differences

Conditions we are equipped to support
Dyslexia Reading difficulties — phonological processing, decoding support
Dysgraphia Writing challenges — motor and written expression accommodations
Dyscalculia Math struggles — numerical processing and concept support
ADHD With management plan — structured environment and focus strategies
Processing Speed Extended time accommodations and paced instruction
Executive Function Planning, organisation, and task-management coaching

Our Approach

How we deliver support — consistently and transparently
Individualised Education Plans (IEPs)
Classroom accommodations built into daily teaching
Small group instruction with specialist support
Modified assessments when appropriate
Active collaboration with families at every stage
Regular progress monitoring with written updates

IEPs are living documents. They are reviewed termly with the family and updated as the student's needs evolve — not set once and filed away.

Available Services

Learning Support Services

A dedicated team of specialists and coordinators works alongside classroom teachers to ensure every student with a support plan receives consistent, high-quality assistance.

Learning Support Coordinator

Your family's dedicated point of contact — overseeing all support plans, coordinating between teachers and families, and monitoring each student's progress throughout the year.

Primary Contact

In-Class Differentiation

Teachers adapt instruction, pacing, and materials within the regular classroom — so students with support plans are included in every lesson alongside their peers.

Every Classroom

Resource Room Assistance

A dedicated, low-distraction space where students receive targeted support in small groups or individually — for focused skill-building and assessment preparation.

Small Group · 1-on-1

Organisational Skills Coaching

Structured coaching for students who struggle with planning, time management, and task sequencing — building lasting habits that transfer across all subjects.

Executive Function

Study Skills Development

Evidence-based study strategies taught explicitly — note-taking, active reading, revision planning, and self-assessment — so students become independent, effective learners.

Independent Learning

Modified Assignments & Assessments

Where appropriate, assignments and assessments are adapted in format, length, or timing — ensuring evaluation reflects a student's knowledge, not their learning difference.

Where Appropriate
Getting Started

How the Support Process Works

Five clear steps — from first disclosure to a live support plan — so families always know exactly where they are in the process.

The Five-Step Support Journey

From first conversation to implemented plan — transparent at every stage
1
Disclose Needs
Parent shares learning needs on application form or during enrolment meeting
2
Submit Assessment
Psycho-educational assessment submitted if available — not mandatory to begin
3
Meet Coordinator
Family meets Learning Support Coordinator to discuss needs, context, and goals
4
Develop Plan
Individualised support plan developed collaboratively and shared with all teachers
5
Implement & Review
Support begins immediately with scheduled termly reviews and ongoing family updates

Within our capacity: Universal School is committed to inclusive education and works diligently to accommodate a wide range of learning needs. For students requiring highly specialist clinical intervention beyond our current provision, we work with families to identify appropriate external partners — always in the student's best interest.

We do not see a learning difference as a problem to be solved. We see it as a different map — and our job is to make sure every student has the right routes drawn for them, not just the same road every other student takes.

— Universal School Learning Support Department · Aramoun Campus
Learning Support · Universal School

Your Child Belongs Here —
Whatever Their Learning Journey

Speak with our Learning Support Coordinator before or during enrolment. We will be honest about what we can provide — and committed to getting it right.

Speak to Our Coordinator Begin Your Application
Honest Boundaries

What We Cannot Support

We believe honest disclosure serves families far better than overpromising. These are the circumstances that currently exceed our capacity — and why transparency matters to us.

Beyond Current Capacity

Needs that require specialist settings we do not currently provide
Severe Emotional or Behavioural Disorders Students requiring a therapeutic school setting, clinical behaviour management, or on-site psychological intervention
Profound Cognitive Disabilities Students requiring a full-time, dedicated 1:1 teaching aide or a highly modified curriculum throughout the school day
Complex Medical Needs Students requiring on-site nursing staff, medical monitoring, or clinical care provision during the school day
Other Specific Circumstances We discuss each case individually — if a need falls outside our capacity, we will tell you honestly and help you find the right setting

Transparency Matters

Why honest disclosure protects every student

Honest disclosure during application — before enrolment — is not just paperwork. It is the foundation of a relationship built on trust, and it directly determines whether Universal School can genuinely serve your child.

Allows us to determine if we are genuinely the right fit — before a family commits
Ensures the student receives support that actually meets their needs — not a compromise
Protects the student from a placement that could do more harm than good
Enables us to connect families with the right specialist setting when we are not it

Our promise: If we cannot meet your child's needs, we will say so clearly — and we will help you find someone who can. Placing the wrong student in the wrong school serves no one.

Formal Accommodations

Assessment Accommodations

Students with documented learning needs may receive formal accommodations during tests and assessments — ensuring evaluation reflects knowledge, not the learning difference itself.

Available Accommodations

For students with documented needs — applied consistently and discreetly
Extended Time on Tests Additional time allocations — typically 25% or 50% — applied to all formal assessments
Quiet Testing Environment Separate room or low-distraction space to reduce sensory overload during high-stakes tests
Assistive Technology Text-to-speech tools, screen readers, word processors, or dictation software where appropriate
Alternate Assessment Formats Oral responses, visual presentations, or portfolio-based formats as alternatives to written tests
Scribing Services A trained scribe records the student's verbal responses — for students with writing or motor challenges
Other Appropriate Accommodations Determined case-by-case with family and Learning Support Coordinator based on documented needs
All accommodations are applied consistently across all subjects and assessments — not selectively — and are reviewed at each IEP meeting.
Documentation Required

How to Access Formal Accommodations

Formal accommodations require documented evidence of need. Here is the straightforward process to access them.

Submit psycho-educational assessment report
Meet with Learning Support Coordinator
Accommodations documented in IEP
All teachers notified and plan activated

Eligibility Principles

Documentation recommended but not always mandatory to begin
Informal support can begin while formal assessment is pending
Accommodations reviewed and updated at each IEP cycle
Confidentiality maintained — teachers receive plan, not diagnosis
The People Behind the Plan

Learning Support Team

Every support plan at Universal School is a team effort — led by our Learning Support Coordinator and executed in collaboration with teachers, specialists, families, and the students themselves.

Primary Contact

Learning Support Coordinator

Your family's dedicated advocate within the school — overseeing all IEPs, coordinating teacher communication, managing accommodation implementation, and monitoring every student's progress throughout the year.

learning-support@universalschool.edu.lb +961 (0)1 234 567 — Ext. 45 Book an appointment — online or in-person

Classroom Teachers

Every subject teacher receives the student's support plan — not the diagnosis — and is trained to apply accommodations within daily instruction.

Receive IEP summary — not clinical report
Adapt instruction and pacing in-class
Report progress to Coordinator termly
Attend IEP review meetings when relevant

The Wider Circle

Support extends beyond the school walls — external specialists, families, and the students themselves are essential members of every support team.

External specialists — therapists, psychologists, tutors
Parents — co-authors of every IEP
Students — heard, consulted, and respected
Regular joint review meetings — all voices at the table
1 Dedicated Coordinator
per Student Plan
3× Termly IEP Reviews
Every Academic Year
100% Confidentiality —
Diagnosis Never Shared
K–12 Support Continuity
Across All Grades
Our Culture

Support Is Not Stigma

At Universal School, receiving learning support is normalised, respected, and celebrated. Every learner's path is different — and every path has dignity.

We celebrate all learners
and honor diverse learning paths.

A student who receives reading support is no less a student than one who does not. A learner who needs extended time is no less capable than one who finishes early. What we measure at Universal School is growth, character, and courage — and those come in every form.

Normalised, Not Singled Out Support is woven into school culture — not a separate track that marks students as different or lesser
Confidentiality Protected A student's learning profile is private — shared only with those who need it to support them, never as classroom knowledge
Achievement Defined by Growth We recognise and celebrate personal progress — not just grades — because a student who overcomes challenges deserves the same recognition as one who finds learning easy
Staff Trained in Inclusive Language Every teacher and staff member is trained to speak about learning differences with accuracy, empathy, and respect — in the classroom and beyond

We Celebrate Every Kind of Learner

From the student who taught herself to read three years after her peers expected her to, to the engineer who found his voice through assistive technology — Universal School has room for every story.

Resilient Learners Creative Thinkers Persistent Achievers Diverse Minds

Dignity is Non-Negotiable

A student's learning difference is never a classroom conversation, a label on a report, or a reason to lower expectations. It is a personal detail — held privately, used only to help, and never weaponised against the student's sense of self.

The student who works hardest to reach the same place as their peers deserves more admiration, not less. At Universal School, we know who those students are — and we make sure they know we see them.

— Universal School Learning Support Department · Aramoun Campus
Learning Support · Universal School

Every Learner Has a Path.
We Help Find It.

Speak honestly with us. Tell us what your child needs. We will tell you honestly what we can offer — and make sure they get what they deserve, whether that is here or elsewhere.

Talk to Our Coordinator Explore Admissions