Abstract

​

This inquiry project evaluates the Learning Support Model at Garden International School (GIS) in Kuala Lumpur. The evaluation aims to assess the effectiveness of the learning support provided to students with mild to moderate learning needs, including those with social and emotional difficulties. Key areas of focus include the management and impact of interventions, the preparedness of class teachers in supporting students with learning needs, and the role and efficacy of Personal Learning Assistants (PLAs). Data was collected through surveys, interviews, and the analysis of the SEND register, involving various stakeholders such as class teachers, learning support specialists, and PLAs. The findings highlight an over-reliance on learning support specialists, inconsistency in intervention implementation, and gaps in teacher training and support. The evaluation suggests the need for a more structured and consistent approach to interventions, enhanced training for PLAs, and increased collaboration between class teachers and learning support specialists to foster an inclusive educational environment.