To be eligible for enrollment in the LRC, a student must have a diagnosed learning difference that affects their educational performance. 

Common diagnoses include Learning Disabilities (such as dyslexia, dysgraphia, and dyscalculia), ADHD, and Autism Spectrum Disorders.

Not necessarily. Some students may have a diagnosis that does not affect their educational performance, and therefore, they may not require LRC support. Also, parents must agree to enrol their child in the LRC in order for them to receive support.

The enrollment form is available within the TASIS enrollment portal. Please include all relevant documentation through the portal or by email to the Director of the Learning Resource Center.

Yes, the current fees can be found on the TASIS Tuition & Fees Schedule. Supplemental services may incur additional fees and will be communicated to families on an individual basis.

A neuropsychological or psycho-educational evaluation, written by a licensed psychometric evaluator (clinical, neuropsychological, and/or educational psychologist), is required.

The evaluation report must include:

• A diagnosis within a recognized diagnostic system (DSM-V or ICD-10)
• A standardized IQ test with reported standard scores and percentile ranks (such as WISC, WAIS, Stanford-Binet)
• A standardized achievement test with reported standard scores and percentile ranks (such as WIAT or Woodcock Johnson)
• Other standardized tests related to the student's specific needs (reading, short-term memory, attention, emotional functioning)
• A list of recommended accommodations based on the results of the evaluation
• A comparison of the student’s performance on timed and untimed tests if the student is seeking extended time as an accommodation

The evaluation must be no more than 3 years old.

All neurodevelopmental evaluations written in another language must be professionally translated to English before enrolling in the LRC. Many TASIS families have worked with Reistlingue in Lugano for translation services.

Yes, TASIS has relationships with several educational psychologists and neuropsychologists. We have contacts who are familiar with the requirements of the LRC and external exam boards, and are able to write evaluation reports in English. We have contacts for both in-person testing in Switzerland or Italy, and online testing. Please contact the Director of the Learning Resource Center for referral information.

A Learning Support Plan is an individualized document created for all students enrolled in the LRC. It provides a snapshot of the student’s learning needs and accommodations. The LSP includes information about the student's diagnosis, strengths, weaknesses, classroom accommodations, and test accommodations.

The LSP is shared with teachers, coaches, dorm parents, parents, and students (when appropriate). The LSP is a confidential document that is used to support students in all aspects of their life at TASIS.

Classroom accommodations are adjustments made to teaching methods, assessment formats, or the physical environment to support students with disabilities or diverse learning needs. These changes ensure all students can access the curriculum and demonstrate their learning without altering the academic standards or content.
Common accommodations include preferential seating, use of assistive technology, repetition of instructions, and extra time or extra breaks.

No, TASIS does not offer modifications. Students who require modifications should search for a school that is equipped to provide the support they need in order to be successful.

Modifications are changes made to the curriculum or instruction that alter what a student is taught or expected to learn. Modifications change the learning expectations, whereas accommodations are supports that help your child access the same learning material and demonstrate their knowledge in the same way as their peers, without changing what they are learning.

Testing accommodations are changes to the format or setting of a test. Common testing accommodations include the use of a laptop to type answers, extra time, extra breaks, and taking tests in a separate room.

Accommodations in courses with external exams require approval from the external organizations and must follow their guidelines. Your first point of contact should be your student's LRC case manager, as most requests need to be completed by the school.  Additionally, consulting the official websites of the respective exam boards will provide comprehensive details on their policies and procedures for accommodations.

It's advisable to start the process of inquiring about accommodations as early as possible to ensure you meet all deadlines and have the necessary support in place for your external exams. Families are recommended to ensure documentation is up to date by the end of 9th grade.

Here is information about specific external exam boards:

• College Board (AP, SAT, and PSAT): The College Board Services for Students with Disabilities (SSD) must approve accommodations on these tests, and for AP classes. Their website provides detailed information about eligibility, the application process, required documentation, and deadlines for accommodations on AP, SAT, and PSAT exams. They take up to seven weeks to respond to requests for accommodations, and they also require that students have official accommodations in place at school for several months or years before applying for accommodations on the SAT or AP tests.
• International Baccalaureate (IB): The IB has a specific "Access and inclusion policy" document that outlines the principles, procedures, and guidelines for access arrangements. You can find this document here. The IB has specific requirements for documentation and they also require a student to have official accommodations in place at school for several months before applying for accommodations on the SAT or AP tests
• Other Exam Boards: If a student will take another external exam, you should consult the official website of the specific examination board and be in touch with the LRC case manager.
   

The case manager has certification and experience in a variety of learning differences. The case manager formulates a Learning Support Plan for each student, closely monitors the progress of each student, supports teachers with implementing classroom accommodations, and meets with parents.

The ES offers push-in support in the homeroom class, providing support with the specific skills identified by the student’s evaluation.  These skills could be academic (reading, writing, math), attention and organization, or behavioral.

Some students also receive supplemental services in a pull-out model, with intensive intervention in reading, math, or language skills. Please note that supplemental services may involve additional fees and this will be communicated to families on an individual basis.

The MS & HS offer a class called Directed Studies, which is a small group that meets 4 times per week.  The Directed Studies program provides comprehensive support focused on empowering students for academic success and beyond. This includes dedicated time for planning upcoming assignments and tests, as well as the development of crucial organizational skills to manage their workload and deadlines effectively. Students also learn and practice essential communication skills, such as effectively writing emails to teachers and confidently articulating their needs in academic settings. A key component is academic support, tailored to help students grasp concepts, develop strong study strategies, and connect with relevant learning resources. Furthermore, the program actively fosters self-advocacy skills, teaching students how to understand and communicate their individual needs to teachers, including discussions about potential accommodations. For students who require them, Directed Studies also facilitates access to assistive technology and testing accommodations, ensuring a more equitable and supportive learning environment. In essence, the program aims to equip students with the practical skills and self-awareness necessary to thrive throughout their academic journey.

The Learning Resource Center (LRC) plays a vital role in supporting students' transition to university by focusing on two key areas: developing self-advocacy skills and providing comprehensive guidance on the university application and support process.

Regarding self-advocacy, the case manager works with students to help them understand their learning profiles, identify their support needs, and confidently communicate these needs to university disability services and academic staff. This includes practicing how to request accommodations, discuss learning strategies, and navigate the university environment independently.

In terms of guidance, the case manager offers support with various aspects of the university transition, such as:

• Understanding university disability services: Providing information about the types of support and accommodations available at different universities.
• Navigating the application process: Assisting with understanding application requirements, deadlines, and any specific documentation needed related to learning support.
• Connecting with university resources: Facilitating connections with disability service offices, academic advisors, and other relevant support services at their future universities.