The American School in Japan is a private, independent school which has a reputation for quality education and high academic standards. ASIJ accepts a diverse population of students and recognizes that some of its students will have specific learning needs or differences that require academic or learning support. ASIJ defines students with specific learning needs or differences as those students who require specific academic or learning support, as documented by psycho-educational evaluations or teacher referral. Appropriate services and programs to these students will be provided within the limits and capacity of the school’s resources and personnel.

The typical ASIJ student in the elementary, middle, and high school programs achieves above-average percentile scores on U.S. norm evaluations and generally achieves above grade level in the classroom. Remedial programs for students whose overall achievement levels are below grade level are inconsistent with ASIJ’s challenging academic environment. Students with specific learning differences who are able to succeed in our educational program, with academic or learning support, will be considered for admission on an individual basis when there is availability in support classes.
Enrollment capacity is limited in all support programs.

Applicants with specific learning differences applying to the ASIJ Early Learning Center (ELC) Program at the Roppongi campus must be able to succeed in the mainstream program with support. If the needs of the child exceed the support services provided by the ELC, parents will be responsible for the fees of any additional resource specialists in needed areas. Some students may not be recommended to attend first grade at the Chofu campus if it is felt that their learning needs cannot be met by the existing support services.

Programs are not available for students who cannot be mainstreamed or who require major staffing, curricular, or assessment modifications. Facilities and staff may not be available to meet the special needs of either physically challenged children or students with multiple learning problems. This includes students who have significant communication and language processing disorders as well as those with untreated emotional/behavioral issues.

All students participating in a support program are accepted on a probationary basis contingent on the school being able to continue to meet the student’s learning needs. The progress of students in support programs will be monitored annually and a new evaluation may be required before a student is recommended to the next school division. It is possible a student may not be recommended for promotion to the next division if it is felt his or her learning needs cannot be met by the receiving division’s support services.

Further information on programs available at ASIJ is located on the following pages: