From modest beginning to recognized leader in Special Education in South East Asia, Village International Education (VIE) celebrates 17 years this year.
Village International Education (VIE) is a special school. It is best described as a 'generic special school' where we provide provision for a range of children with different needs, for example, we have children with quite profound / severe learning difficulties working towards life skills programme and we have children who have dyslexia or Autism working towards their ASDAN courses.
Teaching and learning at VIE is creative, relevant and enjoyable, ensuring that everyone learns and develops to their individual ability. Whenever possible we aim teach the children in an age appropriate context at a level suitable to their abilities, remembering that the individual needs of our pupils come first.
VIE Bangkok is housed in a beautiful Thai-style building in pleasant grounds on Sukhumvit Soi 42.
The classrooms are bright, airy and cheerful. VIE has an impressive staff list, which includes an educational psychologist, a Thai clinical behavioural psychologist, native English-speaking teachers experienced in special needs education, counsellors, learning support assistants, and specialists in speech, dyslexia, early childhood education and occupational therapy.
Mountain Smile School was setup in 2004 by Roland and Mirjam Steiner, who were looking for a special needs school for their son. In 2012 Mountain Smile became of a part of the VIE Group and today is run under the guidance of Harshi Sehmar.
The school is housed in a beautiful building in pleasant grounds near Mabprachan Lake. Like our sister school in Bangkok, Mountain Smile is a very special place, driven by the strong belief that children with special needs should be given the best possible support, from the highest standards of teaching, to the most conducive environment in which to learn.
Undoubtedly, what we achieve at VIE would not be possible without our team of specialised and highly trained staff.
In addition to our native English-speaking teachers, we have speech and language therapists, occupational therapists, counsellors, learning support assistants and an educational and child psychologist working with us full time to ensure the best possible provision is available to each and every child.
Want to join our team? Please see our vacancies here.
What is SEN ?
A child or young person has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children the same age.
Many children will have special educational needs of some kind during their education. Early years settings, schools, and other organisations can help most children overcome the barriers their difficulties present quickly and easily. A few children will need extra help for some or all of their time an early years setting or school setting and some children will need a special school.
So special educational needs could mean that a child or young person has:
- learning difficulties – in acquiring basic skills in an early years setting, school
- social, emotional or mental health difficulties – making friends or relating to adults or behaving properly in an early years setting, school
- specific learning difficulty – with reading, writing, number work or understanding information
- sensory or physical needs – such as hearing impairment, visual impairment or physical difficulties which might affect them in an early years setting, school
- communication problems – in expressing themselves or understanding what others are saying
- medical or health conditions – which may slow down a child’s or young person’s progress and/or involves treatment that affects his or her education.
Children and young people make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organise their lessons and teach. Children and young people making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them succeed. You should not assume, just because your child is making slower progress than you expected or the teachers are providing different support, help or activities in class, that your child has special educational needs.