The Harare International School Philosophy states “the school is committed to educating the whole child.”  It emphasizes that opportunities are provided for all students to develop intellectually, physically and aesthetically in a challenging yet nurturing environment.  A prime responsibility of the Special Needs Department is to ensure that this statement applies to all our students.  We are aware that for all students, the purpose and goals of education are the same; it is the help that individuals need in progressing towards them that may be different.

Various terms are used to describe ways in which this help is offered.  The program may be modified, differentiated or an optimal match found for the student.  In essence, we are developing different approaches to the teaching of the same core concepts of the curriculum in order to provide access to a wider range of pupils.

These approaches, aimed to match the specific needs of a student, include making use of a range of support resources.  It involves liaison with class and subject teachers to ensure that varying needs are met by grouping students in different ways or by using innovative styles of teaching.  Tasks may be changed to meet the varying needs of students, while recognizing that offering challenge is important because students live up to expectations.  The program is essentially about finding the correct balance for each student and providing support and guidance so as to build confidence to meet new challenges.  We encourage students to work collaboratively, benefiting from each other’s individual strengths and ways of learning.  We aim to ensure that each student’s self-concept is enhanced by positive feedback from family, teachers and peers.  

Assessment is a vital component of the work of the Special Needs Department.  This may include investigating any aspect of a student’s performance which is causing concern.  We aim to ensure the effectiveness of assessment by exploring how a student learns and responds over a period of time in the classroom.  This information is then balanced against the results of formative diagnostic testing which highlights learning strengths and weaknesses, informing teachers how to take forward a student’s learning.  A cycle of assessment, teaching, and review ensures an appropriate response to a student’s changing needs.  Parental involvement in learning is regarded as vital.