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Counseling & Learning Support

IICS School Counselors support our students' development, including emotional needs, learning needs, and social development.  

Secondary
Counseling Program
 
The overall aim of the Secondary School Counseling Program at IICS is to promote and enhance the development of the whole student. The program blends the American School Counselor Association’s (ASCA’s) National Model (which is comprehensive in scope, preventative in design, and developmental in nature) with the International Model for School Counseling, which was developed in 2011.

The school counseling program supports the academic mission of IICS by promoting and enhancing the learning process for all students through the integration of the School Counseling National Standards as defined by ASCA: academic, career, and personal/social development, as well as the International Content Standards (which include a Global Perspective Domain relating to Intercultural Competence, Cross-cultural Identity and Global Transition).

The emphasis is for all students to realize academic, personal, social, and emotional success during their time at IICS. The Counseling Department aims to foster healthy self-esteem and self-awareness, as well as a sense of responsibility to self and others. The goal is that as a result of education at IICS, students will not only have a firm foundation in knowledge and theory, but they will also have learned the importance of being active, life-long learners and respectful, compassionate citizens of the world.

School Counselors manage and deliver a program for all students. This program includes:
• Delivering classroom lessons in areas such as study skills, time management, self-esteem, goals setting, understanding diversity, careers, etc.
• Providing support to parents and families in transition
• Crisis intervention and response
• Facilitating conflict resolution
• Counseling students individually and/or in groups
• Advocating for the academic achievement of all students
• Supporting classroom teachers in classroom management
• Supporting teachers and families in understanding and addressing difficult behavior
• Individual student academic program planning
• Interpreting cognitive, aptitude and achievement tests
• Counseling students who are frequently tardy or absent
• Counseling students with disciplinary problems for follow-up
• Interpreting student records
• Assisting the school vice-principal and principal with identifying and resolving student issues, needs and problems
• Advocating for students at individual education plan meetings
• Addressing the needs of all students through prevention and intervention

The preventative component of the program includes the delivery of Guidance Lessons. This term students have been exploring the following topics:
• Grade 7: Self-Esteem & Digital Lives
• Grade 8: Peer Pressure & Refusal Skills
• Grade 9: Time Management & Alcohol
• Grade 10: Careers - Self-Awareness, Test Preparations and the Admissions Process, Self-exploration, occupations, majors, transferable skills, career planning resources.
 
Secondary
Learning Support
 In keeping with IICS’ stated mission, students whose educational and physical needs can be met will be admitted. Students are expected to be able to function independently in the classroom. IICS offers limited services for students with mild learning difficulties and disabilities. They are supported by the Learning Support Teacher in class or outside of class depending on their needs. Support is also given by the Guidance Counselor.

Admission of students with learning needs into Secondary is determined after a review of their documentation on psychoeducational evaluations and externally issued individualized plans in order to assess the degree of support that can be provided. 

Specific reading, writing, language, and math difficulties will be assessed and provided with support either outside of class or in class, whichever is most beneficial for the student. Students with more complex learning needs will be dealt with by a team approach. Learning support meetings with parents are held to provide detailed feedback on progress and recommendations for student development.

Our Learning Support personnel can recommend additional private services for those in need. Please be advised that the services available locally may not be as extensive as what families are used to in their home countries.

The needs of students with severe language, social, emotional, behavioral, spectrum disorders, physical limitations, untreated moderate to severe ADHD or borderline range and lower intellectual capacity are not able to be accommodated.

The Learning Support services IICS provides for Secondary include:
• Remedial reading
• Math and writing support
• Testing and evaluations for language, memory, cognitive, attention and specific learning disabilities

 
Primary Counseling &
Learning Support
 
In keeping with IICS’ stated mission, students whose educational and physical needs can be met will be admitted. Students are expected to be able to function independently in the classroom. IICS offers limited services for students with mild learning difficulties and disabilities.

Specific reading, writing, language, and math difficulties will be assessed and provided with support either outside of class or in class whatever is most beneficial for the student. Students with more complex learning needs will be dealt with by a team approach. Learning support meetings with parents are held to provide detailed feedback on progress and recommendations for student development.

Our Learning Support personnel can recommend additional private services for those in need of speech language, occupational therapy, play therapy, family therapy, psychiatry and tutoring. Please be advised that the services available locally may not be as extensive as what families are used to in their home countries.

The needs of students with severe language, social, emotional, behavioral, spectrum disorders, physical limitations, untreated moderate to severe ADHD or borderline range and lower intellectual capacity are not able to be accommodated.

The services IICS provides for Primary include:
• Transition support
• Remedial reading
• Math and writing support
• Social skills development support
• Counseling
• Testing and evaluations for language, memory, cognitive, attention and specific learning disabilities
• Reading, math, writing and mild attention disorders are accommodated at IICS.
 
Counseling &
Learning Support Staff
 

 

SECONDARY COUNSELOR

Brenda joined the IICS community in the Fall of 2011 after spending 11 years in Dar es Salaam, working as a Middle & High School Counselor at the International School there. She is a ‘third culture adult’ (TCA) who has spent the past 24 years teaching and/or counseling outside of her home country (Canada). Having graduated with a Bachelor of Science (Honors) degree, Bachelor of Education (Junior/Intermediate) degree and Teaching Certificate from Queen’s University in Canada, she began her teaching career with a move to Japan. Over the next two decades, she successfully transitioned across several continents with moves to Hong Kong, Kuwait, Tanzania, and most recently, Turkey. Along the way, she continued to upgrade her qualifications and has completed Specialists in Primary Education, Special Education, Counseling, and a Master of Education in Special Education.
She has also completed ESL in the Mainstream training and is a Resourceful Adolescent Program facilitator. She has given presentations at conferences in Africa and Europe on a variety of topics related to adolescents, behavior management, school connectedness and transitions.

 
 
PRIMARY COUNSELOR/EDUCATIONAL PSYCHOLOGIST
Vivian Huizenga, MSc, is a Canadian Licensed Psychologist with a Masters in Educational Psychology and Statistics. Vivian is head of the Learning Support Department in Primary and oversees the academic and emotional support for students in primary. Weekly counseling is provided on an as needed basis for students with adjustment difficulties, social, behavioral and emotional struggles.

Vivian has been at IICS since 2006 and is familiar with the community, its resources, and the needs of transitional families. Vivian has a keen interest in ensuring students feel comfortable, secure, confident and successful in their academic and social pursuits at IICS. She supports the building of strong staff/student relationships and self-confidence as a learning cornerstone.
 
PRIMARY SPECIALIST TEACHER
Emilie Varlet, MA, holds a Masters in Special Education and brings 9 years of experience working with students with mild to moderate learning needs. She supports our primary students with reading, writing and math needs. She is part of a team that consults and supports at both campuses.

Emilie works closely with teachers to monitor early reading development. All students in Primary are screened three times per year and students with reading weaknesses are provided with remedial reading support in early primary. Math, writing and reading comprehension support are offered to students in need. Persistent learning difficulties may require outside additional support.
 
PRIMARY SPECIALIST TEACHER
Meral Soguksu holds a Masters in Education in ESOL and has 7 years experience teaching ESOL and literacy development to primary school children. She is currently teaching at the IICS Hisar Campus where she is responsible for reading support, ESOL needs and Turkish Culture classes.
 
 

 

 
 
 

 

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