DP Learning Support and Counseling Services

Grade 11 and 12 College Counseling

The process of exploring future and career interest starts in 10th Grade where students are exposed to theories of interest, aptitude, and different occupational fields. Students research the pathways that lead to a variety of careers. Summer programs, visits to university campuses, and interviews with professionals on the job all give the student valuable information to narrow down the wealth of information available.

University Selection

Students applying to university will receive assistance and guidance from the school’s University Counselor. IICS has a full time University Counselor to help guide students and their parents through all aspects of preparing for and applying to university. This includes extensive research looking at all possibilities for universities in different countries as well as in the student’s home country, taking into account the student’s career aspirations, the institutions that best serve that aim, and what those universities require of successful applicants.

University Application

The University Counselor works together with the students to create each student’s curriculum vitae and personal essay or statement by the end of the 11th Grade. The university Counselor also reviews the applications, process and procedures with students, to help them meet the requirements for applications to universities worldwide.


Testing opportunities are provided as well as testing information and materials for standardized exams like the PSAT, SAT, IELTS and TOEFL.

University Visits

IICS hosts a number of college and university visits during the year. We encourage students and parents to take advantage of these events to learn more about university options and to ask questions to the admissions officers.

Learning Support

In keeping with our 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 the DP program 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, behavioural, spectrum disorders, physical limitations, untreated moderate to severe ADHD or borderline range and lower intellectual capacity are such that IICS is not able to accommodate them.

The needs of students with severe language, social, emotional, behavioural, 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 DP Program students include:

• Class and/or Pull-out learning support
• Math and writing support
• Assistance with study skills, ATLs, organization and time management


The overall aim of the Secondary SchoolDP Program 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 Guidance 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, sexual and drug education, 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 student records, including cognitive, aptitude, and achievement tests
  • Counseling students who are frequently tardy or absent
  • Counseling students with disciplinary problems for follow-up
  • Assisting the school vice-principal and principal with identifying and resolving student issues and needs
  • Advocating for students at IEP/student support meetings
  • Addressing the needs of all students through prevention and intervention

The preventative component of the program includes the delivery of Guidance Lessons.