QUEST
LEARNING SUPPORT
QUEST at Dwight School Seoul offers individualized learning support for students needing extra assistance. Our dedicated team helps students overcome challenges and reach their full potential through personalized strategies and resources, ensuring success for every learner.
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What Is Quest?
Quest at Dwight Seoul is our holistic student-support hub, designed to empower every learner to thrive across the International Baccalaureate continuum. Grounded in evidence-based practice, neurodiversity-affirming principles, and close collaboration with teachers and families, Quest offers a suite of specialized services to help students:
- Build language proficiency in social and academic contexts
- Develop academic skills in reading, writing, and mathematics
- Master daily-living and school-based tasks through occupational therapy
- Overcome communication challenges with speech & language therapy
By weaving together targeted interventions, progress monitoring, and individualized goal-setting, Quest ensures that students with diverse learning needs gain both the skills and confidence to engage fully in the classroom and beyond.
Our Core Services
- Individual or small-group instruction to accelerate English language acquisition
- Strategies for reading, writing, listening, and speaking within the IB PYP, MYP, and DP
- Strategies for reading, writing, listening, and speaking within the IB PYP, MYP, and DP
- Tailored instruction for students identified with learning needs in literacy or numeracy
- Evidence-based interventions for reading, writing, comprehension, mathematical reasoning, and study skills
- Goal setting and progress monitoring aligned with each student’s Individualized Learning Plan (ILP)
- Support for handwriting, organization, sensory regulation, and self-management
- Activities of Daily Living (ADLs), play and social participation, and health-management strategies
- Sensory-processing and self-regulation approaches to enhance classroom engagement
- Support for speech, language, voice, fluency, and pragmatic communication needs
- Embed communication strategies in both school and home environments
- Family, teacher and specialist collaboration to reinforce communication goals in daily routines
Quest Services Across Dwight Seoul
The Quest Team
Our Quest Specialists
Are trained in the IB PYP, MYP, and DP frameworks
Collaborate closely with students, classroom teachers, and families
Set SMART goals, track progress with data tools, and report alongside Dwight Seoul report cards
Champion inclusivity, respect neurodiversity, and celebrate each learner’s strengths
How Quest Works
- Initiated by teachers or parents
- Informed by classroom observations, teacher referrals and diagnostic evaluations (e.g. educational-psychological evaluations, WIDA)
- Scheduled 2–4 periods per week, delivered individually or in small groups
- Takes place in our Quest Department, in the classroom, or in other learning spaces throughout the school (e.g. garden, library, Bakerspace)
- Individualized Learning Plans outline specific, measurable objectives
- Progress reviewed regularly; services evolve as goals are met
- Graduation from support when students demonstrate mastery of their goals
- Progress reviewed regularly; services evolve as goals are met
Quest is more than a support program: it’s a dynamic partnership that equips each student with the skills, strategies, and self-advocacy to flourish in the IB environment and beyond.
Quest Academic Learning Support
Academic Learning Support is targeted instruction for students formally identified as having a learning need in at least one of the following areas:
Quest Speech Language Therapy
Speech Language Therapy is provided for students with communication disorders by a qualified and experienced Speech Language Pathologist. Therapy can help students overcome communication challenges and succeed academically and socially in the school environment. Additional requests for outside evaluation and/or treatment (otorhinolaryngologist/ENT, orthodontist, neurologist, educational psychologist, pediatrician, dentist, etc.) may also be required as an outcome of, or in coordination with, speech language evaluation at Dwight Seoul.
- Language delays and disorders are a very common developmental challenge for preschool-aged students
- Delays follow a typical developmental sequence but skills and milestones, etc. are slower to be met
- Disorders do not follow typical developmental sequence
- Receptive language disorders are characterized by difficulty with understanding and are often seen alongside expressive language disorders
- Expressive language disorders are characterized by limited vocabulary, limited use of concepts, difficulty with storytelling, and errors in grammar
- Oral Sensory (or Oral Placement) disorders can affect speech and/or feeding
- The same muscles used in feeding are necessary for speech
- These disorders may involve the muscles of the jaw, lips, or tongue; tongue tie (anterior or posterior); or the bones of the face (maxilla and/or mandible)
- These disorders are often the root of difficulties with sleep, growth, and learning
- Dysfluencies are characterized by disruptions in the forward flow of speech
- Words, or parts of words, may be repeated, stretched, or completely blocked with no sound coming out
- Secondary characteristics—blinking, jaw jerking, and head or other involuntary movements—may be paired with vocal dysfluencies
- Secondary characteristics can add to embarrassment or fear of speaking
- Counseling for the student’s support system may be recommended
- Errors occur when a sound is produced with incorrect placement, resulting in a distorted or completely different sound
- Voice disorders refer to the quality of the voice at the level of the vocal folds in the larynx
- Common voice disorders in children are laryngitis, vocal fold lesions or polyps, vocal fold paralysis, and reduced breath support due to weak abdominal muscles
- A medical evaluation by an otorhinolaryngologist (ear/nose/throat doctor—ENT) is required when a voice disorder is suspected
Students receiving Speech Language Therapy in Preschool 3 through Grade 10 are required to have a Speech Language evaluation. Re-evaluation is required every two years.
Quest at Dwight Seoul is unable to support students with severe or profound communication needs.
- Participation in mealtimes (eating, engaging in conversations with friends)
- Managing clothing
- Using the restroom
- Hygiene
- Participating in healthy structured and unstructured play activities
- Interacting as a team
- Following rules
- Learning basic pre-work skills such as cleaning up after an art project or lunch
- Time management
- Following directions
- Developing sleep routines to support growth and health (getting enough hours of sleep, knowing how to prepare for sleep)
- Recognizing the need for rest and a balance of activities
- Making and keeping friends
- Respect for difference
- Including others
- Developing social and emotional learning (recognizing feelings, modifying behavior)
- Using tools to communicate (phone, keyboard)
- Sensory processing strategies for well-being
- Skills to enable participation in health extracurricular hobbies and interests after school and on weekends (dance, sports, clubs, crafts)