Assisted Learning - Parenting Hub

Advice from the experts

Understanding Dyslexia: Key Symptoms and How to Support Children Struggling with Reading

Over the years, the definition of dyslexia has evolved significantly. Initially described in narrow terms by Dr. Berlin in the late 19th century, today, the term is often used more broadly. Dyslexia commonly refers to a child or adult who appears bright but struggles with reading and written work. While it’s generally understood as a severe reading problem, there remains little consensus on what constitutes “severe” or how exactly dyslexia differs from other reading issues. Rather than getting caught up in definitions, it’s often more useful to focus on the symptoms that indicate a child may have reading challenges and, therefore, requires assistance. Directional Confusion One of the most common symptoms of dyslexia is directional confusion. This can manifest in various ways, from difficulty distinguishing left from right to trouble accurately reading a map. According to Dr. Beve Hornsby in her book Overcoming Dyslexia, a child should be able to differentiate left from right by age five and recognise it in others by age seven. Directional confusion can affect a range of concepts, including up and down, top and bottom, and compass directions. It may also affect a child’s ability to keep track of their position in games or follow instructions in gym class. Hornsby notes that up to 80% of severely dyslexic children exhibit directional confusion, though the percentage is lower for those with milder forms of dyslexia. This confusion often leads to letter, word, or number reversals, such as b for d, p for q, or even mirror writing. Some common indicators of directional confusion include: Sequencing Difficulties Dyslexics often have trouble with sequencing, which is the ability to perceive and remember the order of things. This can affect their reading and spelling abilities, as every word consists of letters in a particular sequence. When this ability is impaired, words like name can become mean, or act can become cat. Sequencing difficulties can also extend beyond reading and spelling, impacting the dyslexic’s ability to remember telephone numbers, the alphabet, and even the order of events during the day. Some signs of sequencing difficulties include: Challenges with Short Words Parents of children with dyslexia often notice their children can tackle difficult words but struggle with simple ones like if, to, and and. This problem is not due to carelessness, as it might seem, but is a common symptom of dyslexia. Dyslexics might misread short words, omit them, or add words that aren’t there. Some signs of trouble with short words include: Late Talking There’s a significant connection between delayed speech development and dyslexia. Research has consistently shown that children who are late talkers often experience reading and language difficulties later in life. Dr. Beve Hornsby reports that about 60% of dyslexics were late talkers, which means they didn’t begin to speak until after the age of two. Parents should take note if their child is not meeting typical language milestones. For instance: If a child is still making significant speech errors by age five, this could be a sign of future reading challenges, and parents should consider seeking early intervention to support language development. Handwriting Difficulties Handwriting is often another area of struggle for dyslexics. The term dysgraphia is used to describe difficulty with writing. Dysgraphia symptoms include: Math Challenges Dyslexia doesn’t just affect reading and writing—it can also impact math skills, a condition known as dyscalculia. Dyslexic children might struggle with basic arithmetic, such as adding, subtracting, and understanding mathematical terms. They may also mix up similar-looking symbols, such as + and ×, or confuse numbers like 17 and 71. Signs of math-related dyslexia include: Bizarre Reading and Spelling Severe dyslexia can result in bizarre reading and spelling patterns, where the child guesses at words without regard for their meaning. For instance, the sentence, “We need a brave person for the mountain rescue” might be read as “We need a brave man of the mount chishimse.” These wild guesses, combined with unusual spelling errors, can make it challenging for dyslexics to read and write coherently. Examples of bizarre spelling include: Other Symptoms Dyslexic children often exhibit additional signs, such as: In summary, dyslexia manifests in a variety of ways, from directional confusion and sequencing difficulties to problems with reading, writing, math, and language development. Early intervention, patience, and targeted support can help children with dyslexia overcome these challenges and achieve academic success.

November 15, 2024

Play and project-based learning: cultivating future leaders through innovative education

Imagine a world where children are confined to desks, memorising facts without understanding their real-world applications. The anxiety of test scores and the pressure to conform stifle their creativity and critical thinking. Now, contrast this with an environment where learning is an adventure, where curiosity is the driving force and where children are encouraged to explore, experiment and innovate. The latter is not just a utopian dream; it is a necessity in our rapidly evolving world. On 11 June 2024, the world celebrated the United Nations’ inaugural International Day of Play. To commemorate the day, Future Nation Schools hosted a groundbreaking FutureTalk webinar titled “Play as a Pathway: Cultivating Future Leaders Through the Power of Play” where educators and thought leaders discussed the transformative potential of play and project-based learning (PBL) in shaping the leaders of tomorrow. This event highlighted the importance of these methodologies in modern education and their ability to foster environments where students thrive emotionally, intellectually and develop leadership skills. The power of play in education The amygdala, a part of our brain responsible for processing emotions, often reacts to stress and fear, impacting our ability to think clearly and make rational decisions. This is a common experience in traditional education settings, where the fear of failure can overshadow the joy of learning. But by integrating play and PBL into our educational systems, we can mitigate this stress, fostering environments where students thrive on all levels. This because, explains Nompumelelo Dlamini, Head of Primary School at Future Nation Schools, play is not just a break from serious learning; it is the foundation of cognitive, social and emotional development. “Play-based learning transforms classrooms into vibrant spaces of discovery and collaboration. It enhances motor skills, improves hand-eye coordination and fosters fine motor development. More importantly, it cultivates critical thinking and problem-solving abilities, essential traits for future leaders.” Research supports the learn-through-play (LTP) approach According to studies by Piaget and Vygotsky, play is a pivotal aspect of learning, essential for developing critical thinking and problem-solving skills (Smith and Pellegrini, 2013). As a pedagogical approach, LTP leverages children’s natural curiosity and creativity to facilitate educational outcomes. Rooted in the understanding that play is a fundamental aspect of human development, LTP integrates playful experiences with structured learning objectives, allowing learners to explore, experiment and engage with concepts in a context that feels both intuitive and enjoyable. This method is particularly impactful in early childhood education but extends its benefits across all age groups, enhancing cognitive, social and emotional development. LTP encourages active participation, problem-solving and critical thinking, making learning a dynamic and interactive process. By fostering an environment where mistakes are seen as opportunities for discovery, LTP cultivates resilience, adaptability and a lifelong love for learning. When children engage in play, they explore new concepts, experiment with roles and navigate social interactions. This natural form of learning helps them master complex ideas, build resilience and prepares them for life’s myriad challenges and adventures. Project-based learning: a hands-on approach to real-world skills Project-based learning (PBL), on the other hand, takes the principles of play a step further by immersing students in real-world projects. This teaching and learning methodology encourages learners to investigate, collaborate and create, transforming theoretical knowledge into practical skills. In essence, PBL allows students to take ownership of their learning, fostering independence and confidence. “Project-based learning bridges the gap between theory and practice. It equips students with the skills to tackle real-world challenges, promoting critical thinking and problem-solving. By working on projects, students not only gain knowledge but also develop resilience, adaptability, and a collaborative spirit essential for future leadership roles,” adds Dlamini. “Moreover, integrating play into the curriculum fosters creativity and emotional intelligence, providing a well-rounded foundation for children to grow into effective leaders.” Enhancing educational outcomes with LTP and PBL As pedagogical strategies, the integration of LTP and PBL is shown to significantly enhance educational outcomes in various domains, including mathematics, literacy and life skills. For mathematics, the LTP approach encourages children to engage with numerical concepts through interactive play. This method demystifies abstract mathematical ideas, making them tangible and understandable. PBL complements this by providing practical, real-world problems for learners to solve, thereby reinforcing their understanding and application of mathematical principles. Together, they not only increase engagement and enjoyment in learning mathematics but also bolster learners’ confidence in their problem-solving capabilities. In terms of literacy, the combination of LTP and PBL lays a robust foundation for emergent literacy skills. Through LTP, children expand their vocabulary and narrative skills in a natural and engaging manner, while PBL approaches literacy by contextualising reading and writing within meaningful projects, which require communication and storytelling. The integration of these methods fosters a print-rich environment that stimulates cognitive engagement and social interaction – essential components for developing strong literacy skills. For life skills, this educational synergy cultivates critical thinking, collaboration and adaptability – competencies that are indispensable in the 21st century. The hands-on, exploratory nature of LTP, alongside the inquiry-based focus of PBL, equips learners with the resilience to face challenges and the social skills necessary for teamwork. This educational approach not only prepares learners academically but also instils in them the intrinsic motivation and values needed to navigate and succeed in life beyond the classroom. Additionally, there is a growing body of research supporting the use of LTP and PBL in schools. Researchers have found that schools where these teaching methods are practised see a decline in absenteeism, an increase in cooperative learning skills and improvement in learner achievement. When technology is used to promote critical thinking and communication, these benefits are enhanced. The intersection of play and PBL in leadership development “Project-based learning and learn-through-play bridge the gap between theory and practice. These two pedagogies equip learners with the skills to tackle real-world challenges, promoting critical thinking and problem-solving and creating learning environments where learners not only gain knowledge but also develop resilience, adaptability and a collaborative spirit essential for future leadership roles,” says Sahar Mohy-Ud-Din, Strategic Education Advisor at

September 11, 2024

The Dreaded “Dys” … understanding Dyslexia and Dyscalculia

Dyslexia and dyscalculia are specific learning disabilities that affect a child’s ability to read and perform mathematical calculations, respectively. These conditions can have significant impacts on a child’s educational experience, leading to frustration, low self-esteem, and academic difficulties. However, with proper understanding, early diagnosis, and targeted interventions, children with dyslexia and dyscalculia can thrive in school and beyond. This article provides an in-depth look into these conditions, including definitions, warning signs, diagnostic procedures, and the support structures that can be implemented in educational settings. Defining Dyslexia and Dyscalculia Dyslexia is a neurological condition that primarily affects reading skills. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These challenges are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Dyslexia is not related to intelligence; rather, it is linked to the way the brain processes written language. Children with dyslexia may struggle with reading comprehension, slow reading speed, and difficulty with spelling, even though they might excel in other areas. Dyscalculia, on the other hand, is a learning difficulty that affects a child’s ability to understand numbers and learn math facts. Children with dyscalculia have trouble with tasks such as recognising numbers, understanding numerical concepts, remembering math facts, and performing calculations. Just as dyslexia is a difficulty with reading that is not due to lack of intelligence or effort, dyscalculia is a difficulty with math that is not due to laziness or lack of effort. The condition can manifest in various ways, from difficulty with basic arithmetic to struggles with more advanced math concepts as the child progresses through school. Warning Signs in School-Aged Children Recognising the warning signs of dyslexia and dyscalculia early on is crucial for timely intervention. The signs can vary depending on the age and developmental stage of the child. Warning Signs of Dyslexia: Preschool Years: Delayed speech development, difficulty learning new words, problems with rhyming, and trouble recognising letters and numbers. Early Elementary School: Slow learning of letter names and sounds, consistent trouble with reading and spelling simple words, guessing at words rather than sounding them out, and avoiding reading tasks. Later Elementary School: Difficulty with reading fluency, poor spelling, trouble with comprehension, difficulty remembering sequences (like the alphabet), and avoidance of reading and writing tasks. Warning Signs of Dyscalculia: Preschool Years: Difficulty learning to count, trouble recognising numbers, confusion with basic concepts like “more” and “less,” and challenges with simple puzzles. Early Elementary School: Difficulty understanding the concept of time, problems with recognising patterns, struggles with basic arithmetic operations (addition, subtraction), and trouble understanding math symbols. Later Elementary School: Difficulty with more complex math concepts such as multiplication and division, trouble understanding fractions, difficulty measuring things, and struggles with keeping track of scores in games. Diagnosing Dyslexia and Dyscalculia Diagnosis of dyslexia and dyscalculia requires a comprehensive evaluation, typically conducted by a team of professionals, including psychologists, special educators, and speech-language pathologists. Diagnostic Process for Dyslexia: Developmental History: Gathering information about the child’s early language development, reading habits, and family history of reading difficulties. Cognitive Testing: Evaluating general cognitive abilities to rule out intellectual struggles. This may include tests that assess memory, attention, and problem-solving skills. Reading Tests: These include assessments of phonemic awareness (the ability to recognise and manipulate sounds in words), decoding (reading unfamiliar words), reading fluency, and comprehension. Language Tests: Assessing the child’s spoken language abilities to rule out any underlying language disorders that could be contributing to reading difficulties. Diagnostic Process for Dyscalculia: Mathematical Testing: This includes assessments of basic math skills such as number recognition, counting, and arithmetic operations. More complex assessments may involve problem-solving, understanding of math concepts, and applying math in real-life situations. Cognitive Testing: Similar to dyslexia, cognitive tests are used to rule out other potential causes of the child’s difficulties with math. Tests may include evaluations of working memory, spatial reasoning, and attention. Observations and Interviews: Observing the child in a classroom setting and interviewing teachers and parents about the child’s performance in math-related tasks can provide valuable insights. Support Structures and Interventions Once dyslexia or dyscalculia is diagnosed, the focus shifts to providing appropriate support to help the child succeed in school. Effective intervention plans are typically tailored to the individual child’s needs and may involve a combination of strategies. Support Structures for Dyslexia: Specialized Reading Instruction: Children with dyslexia benefit from explicit, systematic instruction in phonics, which helps them understand the relationship between letters and sounds. Multi-sensory teaching methods, which engage more than one sense at a time (e.g., seeing, hearing, and touching), are often effective. Assistive Technology: Tools such as audiobooks, text-to-speech software, and word processors with spell-check can help children with dyslexia access written material and complete written assignments. Classroom Accommodations: These might include extra time on tests, allowing oral instead of written responses, and providing notes or outlines of lessons to reduce the burden of writing. Reading Support: Regular practice with a reading specialist, either in a small group or one-on-one, can help reinforce reading skills and build confidence. Support Structures for Dyscalculia: Explicit Math Instruction: Like reading interventions for dyslexia, math instruction for children with dyscalculia should be explicit and systematic. This may involve breaking down complex problems into smaller, manageable steps and using visual aids to reinforce concepts. Use of Manipulatives: Hands-on tools such as blocks, counters, or visual aids can help children better understand abstract math concepts by making them more concrete. Math Tutoring: Regular sessions with a math tutor who specialises in working with children with learning difficulties can provide targeted support and help the child develop strategies for tackling math problems. Technology Aids: There are various apps and software designed to help children with dyscalculia practice math skills in an engaging and supportive environment. Emotional and Social Support: Building Confidence: It is essential to focus on the child’s strengths and provide positive reinforcement. Encouraging the child to pursue interests and activities they enjoy can boost self-esteem. Peer Support: Creating

September 10, 2024

School Change: How to determine if moving on is right for your Child

School choice is not a straightforward ticking-of-the-boxes exercise. As all parents know, there are many factors that influence the decision-making process. Even when exhaustive investigations have been done, questions may still remain whether the right choice was made. At this time of year, following the mid-term exams, and looking forward to a new school year, parents may be considering moving schools due to various factors – academic, social and emotional. The decision to move schools is a significant one that can come with major upsides but also unforeseen downsides, and therefore warrants careful consideration. Education experts from ADvTECH Schools say that while moving schools is a hard call to make, there are ways to determine whether a child’s current school is the best fit for them, or whether they will be best served in a new or different environment. Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, says there are a few factors to take into consideration when assessing if a school is a good match. They include the questions of: Progress or Regresses: If your child is no longer making progress or is regressing despite the support in place, it may indicate that the current environment is not meeting their needs. Emotional Distress: If your child exhibits consistent emotional distress, anxiety, or behavioural issues that seem exacerbated by the school setting, this might be a sign that the environment is not conducive to their well-being. Lack of Adequate Resources: If the school is unable to provide the necessary resources, therapies, or accommodations that your child needs to thrive, it might be time to explore other options. Mismatch in Educational Philosophy: If the school’s approach to education and support structures does not align with your child’s learning style or needs, it could be beneficial to seek a school with a more tailored approach. “The ideal environment varies based on the child’s specific challenges; for example a child with learning difficulties might need a more specialised setting, which offers individualised learning plans, smaller class sizes, and dedicated support staff,” she says. Sutherland says when considering alternative options, parents should: Visit Schools: Schedule visits to potential schools to observe the environment, meet the staff, and see how the school operates on a day-to-day basis. Speak to the Principal: Have an in-depth conversation with the principal or head of the learning support team. Discuss your child’s specific needs and how the school can meet them. Assessments: Arrange for your child to be assessed by an educational psychologist or a specialist to gain a clear understanding of their needs and the type of environment that would best support their development. Talk to Other Parents: Connect with parents who have children with similar challenges to hear their experiences with different schools. “Trusting your instincts as a parent is important. If you feel that your child’s current school is not meeting their needs, exploring other options may be the best decision for your child’s long-term success and happiness. How your child responds to school (happy or anxious) is a good determiner of how your child copes at school. Academic success is very much connected to emotional well-being, especially for children who require additional support.” Marion Kohler, Principal at Abbotts JHB South, says there are a number of reasons as to why a school does not work out for a student. “It could be for emotional reasons, where the child is not making friends, or there has been social isolation. Academic progress could also be a factor, where the child feels they are not getting the necessary support from the teachers or school, or that their subject offering is not aligned with future goals. “However, it is important to differentiate between typical challenges that can be overcome with time and support, and those that are perhaps just an incompatibility with the school environment. If the issues persist despite efforts to address them, it may be time to consider a change. A school cannot be everything to everybody.” Kohler says when considering changing schools, it is important to look at the specific needs of a child when looking for a good fit for children with specific challenges. “Most good schools will offer support for children with barriers to learning, in the form of concessions for exams and tests. There are also more niche schools that are very accommodating of children with mild autism, ADHD, learning barriers such as slow processing speeds, dyslexia, dyscalculia and those with mental health challenges. “If a child has neurodiverse challenges that are more severe than those mentioned, a school with a stronger support system, such as specialised education services and teachers trained in differentiated instruction for these types of students would be a better fit.” When investigating alternative options, word of mouth from current parents in a school would be wise, and definitely a visit to the school with an appointment to see the principal could support the decision to change schools. “Obviously, proximity to home, affordability and fit are important factors to consider. Thereafter, schedule an appointment with the principal and a tour of the school. One gets a ‘feel’ of the culture and climate of the school, what their offerings are and whether you think your child would settle in the environment,” says Kohler. When contemplating changing schools it is important to weigh up the concerns against potential opportunities, she says. “If the concerns are ongoing and are affecting a child emotionally, such as bullying, or a general anxiety, perhaps an online school or a school with fewer students may be a better fit. “However there is also value in remaining in the same school, as it allows students to build deeper relationships with peers and teachers and to develop coping mechanisms including grit, emotional regulation, resilience, perseverance and a growth mindset.”

September 5, 2024

My child has unique learning needs and how can Educ8 SA assist

Are you a parent of a child with unique learning needs? Look no further than Educ8 SA to provide the specialised education your child deserves. Our team of highly trained professionals understands that every child has a different learning style and requires individualised attention. With our comprehensive range of programs and resources, we are committed to empowering your child to reach their full potential. Understanding unique learning needs When it comes to education, one size does not fit all. Children with unique learning needs face specific challenges that require tailored support. Understanding these needs is essential to provide the right educational environment for these children. Unique learning needs can encompass a wide range of conditions, including dyslexia, ADHD, autism spectrum disorder, and more. Each child’s learning challenges are unique, and it’s crucial to approach their education with sensitivity and expertise. At Educ8 SA, we believe that every child, regardless of their learning challenges, is capable of achieving academic success. Our team is dedicated to understanding the individual needs of each child and providing the necessary support to help them thrive. Challenges faced by children with unique learning needs Children with unique learning needs often face various challenges that can affect their educational journey. For example, a child with dyslexia may struggle with reading comprehension and writing skills, while a child with ADHD may have difficulty with focus and organisation. These challenges can make it challenging for these children to keep up with traditional teaching methods and may result in a loss of confidence and motivation. Educ8 SA recognises these challenges and works closely with each child to overcome them. We understand that it is essential to address the underlying difficulties these children face to provide them with the tools they need to succeed. The importance of tailored education for children with unique learning needs One of the most crucial aspects of supporting children with unique learning needs is providing them with a tailored education. Each child requires a customised approach that considers their strengths, weaknesses, and individual learning style. By tailoring education to their specific needs, we can create an environment where they can thrive and reach their full potential. At Educ8 SA, we take pride in our personalised approach to education. Our team of professionals takes the time to assess each child’s strengths and weaknesses, allowing us to develop a customised learning plan. By addressing their unique needs, we can help children overcome challenges, build confidence, and develop essential academic and life skills. The benefits of Educ8 SA’s specialised programs Educ8 SA offers a range of specialised programs designed to meet the unique learning needs of each child. Our programs are carefully crafted to address specific challenges and provide a supportive environment for growth and development. Here are some of the benefits of our specialised programs: Research-based strategies: We stay up-to-date with the latest research in education and learning disabilities, incorporating evidence-based strategies into our programs. By using proven methods, we can maximise the effectiveness of our teaching and support. Innovative teaching methods: We believe in embracing innovation to enhance the learning experience. Our teachers utilise technology and interactive resources to engage students and make learning more enjoyable and effective. Holistic approach: At Educ8 SA, we understand that education goes beyond academics. Our programs focus on developing essential life skills such as communication, problem-solving, and self-confidence. We aim to empower children with the skills they need to succeed in all aspects of life. Success stories from students at Educ8 SA The impact of Educ8 SA’s specialised programs can be seen through the success stories of our students. Many children who have struggled in traditional educational settings have thrived under our tailored approach. Here are a few inspiring stories: A student with dyslexia, joined Educ8 SA when she was struggling to keep up with her classmates. With personalised support and specialised reading programs, she not only improved her reading skills but also gained confidence and a love for learning. Another student with ADHD, found it challenging to focus in a traditional classroom environment. At Educ8 SA, he received individualised attention and learned techniques to manage his attention difficulties. This enabled him to excel academically and develop better organisational skills. These success stories are a testament to the effectiveness of our specialised programs in helping children overcome their learning challenges and achieve their full potential. How Educ8 SA supports parents and caregivers At Educ8 SA, we understand that parents and caregivers play a crucial role in their child’s educational journey. We believe in fostering a collaborative partnership between educators and families to ensure the best possible outcomes. Here’s how we support parents and caregivers: Regular communication: We maintain open lines of communication with parents and caregivers, providing regular updates on their child’s progress and addressing any concerns or questions they may have. Parent zoom sessions and support: We offer parent zoom sessions and support for parents and caregivers to provide them with valuable resources and a supportive community. These sessions cover various topics related to education, learning disabilities, and parenting strategies. Parent education sessions: We provide parents with the knowledge and tools they need to support their child’s learning at home. These sessions offer practical tips and strategies that can be implemented in everyday life to reinforce the skills learned in the classroom. Additional resources and support for children with unique learning needs In addition to our specialised programs, Educ8 SA offers a range of additional resources and support for children with unique learning needs. These resources are designed to complement our programs and provide further assistance in overcoming challenges. Some of these resources include: Assistive technology: We utilise various assistive technologies to support children with specific learning needs. These technologies can help improve reading, writing, organisation, and overall learning outcomes. Learning materials and resources: We provide children with access to a wide range of learning materials and resources tailored to their individual needs. These resources support their learning journey and help reinforce concepts taught in the classroom. Individualised support plans: Each child

July 29, 2024

Children need to be equipped for life, beyond the classroom

One need only look around you to see how young South Africans exemplify the boundless potential of a future in constant flux and change. As educators, it is our duty to create an environment where every child has the opportunity to maximise their unique potential so that they can affect a brighter future for our country. Ultimately, it is our youth who will shape the future and it is imperative that they are equipped and supported to become positive and responsible contributors to society. Beyond a curriculum-based education, we need to instil values and life skills that will guide moral and accountable decision-making. In today’s pop culture society, many children are learning false values from the social media platforms that permeate their daily lives, promoting the need for immediate gratification and an intolerance for values such as self-discipline, stickability and hard work. Educators and parents have a shared obligation to equip our youth as they take on adult responsibility We need to provide them with the skills for the jobs of tomorrow and, help them develop, nurture and grow the independence and life skills they will need. I am always struck by young people’s immense power of creative thought. Their innovative ideas and energy is what is needed to build a better society for us all, and this requires us to provide a space where they can be encouraged to realise their full potential. The next generation will be the most affected when it comes to our global future, we need to start fostering a youth that will think critically and provide ways to design a sustainable society, economy and community that cares for their own generation and those to come. According to Statistics South Africa, the youth remain vulnerable in our country, with the total number of unemployed young persons standing at 4,7 million (44,3%) in the fourth quarter of 2023. There are numerous reasons for this. However, I believe that one of the most pressing challenges is that they are not adequately equipped with the right skills or values to enter the workplace. In my experience, one of the most important life-skills is to know how to manage themselves in different environments. Learning environments must best reflect the true diversity of the world, both inside and outside the classroom. Children learn valuable life lessons from atmospheres of collaboration where girls and boys learn to get on. We should be promoting schools whose diversity encompasses a microcosm of the real world, so that once they leave the safety of this environment, they are able to cope with the demands of the world at large. During their school-going years, a child will develop their own perspective on the world and learn how to respect the individual ways of thinking that each of their fellow students bring to the table. By bringing different perspectives into the mix, we provide young people with valuable opportunities to learn from each other – intellectually, emotionally and socially. Inviting all kinds of students to work together in the classroom and share in extra-curricular adventures can better prepare a child for long-term goals. This will help in ensuring their future successes in their tertiary education and a well-balanced adulthood. It is important to recognise that children are born eager to learn and have individual genetic traits. We need to promote an education system that acknowledges that children are unique and have different abilities. It should accept that children learn differently and at different paces, and recognise the concept of a personalised education. Once a student leaves school, they must start building their own life, make decisions independently, find housing, secure a job, become a fully integrated member of society and fulfil civic duties. This is a great responsibility for any person, and while I think it’s rewarding for many to direct their lives themselves, schools should be there to provide them with the support they need in their formative years to help them become engaged citizens. Together with parents, we must give them enough information about what it means to become independent. Young people need to learn basic everyday skills, and this can be achieved by ensuring they have a support network and someone to guide and listen to them. By considering their opinions and strengthening their general participation, we can help guide our children to find a career path that is best suited to their individual strengths. Educational facilities should focus on improving a child’s motivation towards realising their individual mastery and purpose. It is also vital that parents are fully involved with the development of their child, as this has long-term benefits for both child and parent. This enables children to make the most of learning opportunities. Our role is to build a physical and spiritual environment that allows children to make independent choices, and improve their emotional development. Promoting independent learning in a child’s earlier years helps us understand how to advocate independence in them. Our teachers can extend and enrich their practices by seeing themselves, the children, the curriculum and society as a whole. Children who show a high degree of independence have higher confidence, self-esteem and motivation. Young people who become gradually conscious of themselves, other genders, cultures and history become aware of their freedom and develop the confidence to manage particular situations later in their lives. We need to continue to strive toward creating an environment which will nurture independence and promote our children’s well-being. I encourage educators to provide an environment that supports a child’s journey to obtain the freedom they need to ultimately become self-sufficient. I challenge teachers to rethink traditional teaching methods and to give greater emphasis to values that build character and resilience in the children who are entrusted into our care. By David Clark, Head of School at Bridge House

July 12, 2024

Incidental Learning in Children

The Impact of Hearing Difficulties and the Importance of Early Intervention Incidental learning is the process by which children absorb information from their environment, often without direct instruction. This type of learning is crucial for developing language, social skills, and cognitive abilities. However, children with hearing difficulties may miss out on many of these learning opportunities, which can impact their development. At NB Hearing and Balance, we support early intervention to help children reach their full potential. The Role of Incidental Learning What is Incidental Learning? Incidental learning occurs as children interact with their surroundings. This can happen during conversations while listening to stories, or through observing interactions between others. It plays a vital role in: Language Development: Children pick up vocabulary, grammar, and pronunciation through listening to speech around them. Social Skills: By overhearing conversations, children learn social norms, empathy, and appropriate responses. Cognitive Growth: Incidental learning helps in understanding concepts, problem-solving, and critical thinking. How Hearing Difficulties Affect Incidental Learning Children with hearing difficulties may not fully hear or understand conversations, instructions, or environmental sounds. This can lead to: Delayed Language Acquisition: They may struggle with vocabulary, sentence structure, and overall language comprehension. Social Isolation: Difficulty in following social interactions can hinder the development of social skills, leading to isolation or withdrawal. Delayed Development of Auditory Processing Skills: Hearing loss can lead to auditory processing difficulties that may impact reading and spelling. Academic Challenges: Hearing difficulties can impact the ability to follow classroom discussions, instructions, and peer interactions, leading to academic delays. The Importance of Early Intervention Early detection and intervention for hearing difficulties are crucial for minimising the impact on incidental learning and overall development. Benefits of early intervention include: Enhanced Language Skills: Early use of hearing aids or other assistive devices helps children hear and learn language more effectively. Improved Social Integration: With better hearing, children can engage more fully in social interactions, leading to better social skills and relationships. Academic Success: Addressing hearing issues early allows children to participate more fully in classroom activities, improving their academic performance. Intervention Strategies: Regular Hearing Screenings: Early and regular hearing tests can detect issues promptly. Solving Medically Treatable Hearing Loss: A thorough assessment can identify hearing loss caused by ear issues, leading to the right referrals and the restoration of hearing as early as possible. Use of Hearing Aids: When medical or surgical treatment is not an option, properly fitted hearing aids or cochlear implants can significantly improve hearing and restore access to sound, improving learning and development. Speech and Language Therapy: Targeted therapy can help children catch up on language skills they may have missed. Educational Support: Schools can provide additional support and resources to help children with hearing difficulties succeed academically. We Can Help! Incidental learning is a critical component of a child’s development, and hearing difficulties can pose significant challenges. However, these challenges can be mitigated with early detection and appropriate intervention, allowing children to thrive. Prioritising hearing health and seeking timely professional help ensures that children have the best possible start in life. If you have concerns about your child’s hearing, don’t wait. Schedule a consultation with NB Hearing & Balance at any of our Cape Town offices and take the first step towards ensuring your child’s healthy development and bright future.

July 8, 2024

Assisted learning needs a rebrand

There’s widespread recognition that schooling needs to evolve to remain relevant in a changing world and Hennie Mentz, Executive Head of Curro Uitzicht, an assisted learning school in Cape Town, says this is also an opportunity to improve inclusivity. He believes this will not only pay off in terms of improving educational outcomes, but in future-proofing the next generations as they enter a very different working world to those who have gone before them. Mentz says that there remains a stigma around assisted learning, even though research has demonstrated its benefits, as well as making it clear that not all learners learn best in the same way. “Requiring assisted learning does not indicate a low average intelligence,” says Mentz“In fact, it is often those learners with a high intelligence score who benefit from assisted learning.” Mentz says that as an educator, he would like parents to understand and accept the fact that not all children can or should follow the same path in their schooling career. “It should be all about what is best for each child,” he says. This is the philosophy behind inclusive education. “Inclusive education is a mindset,” says Mentz. “It is about planning curriculum delivery to accommodate diverse learning styles and empowering learners to access learning opportunities. Inclusive education focuses on the needs of a learner and creates opportunities for a learner to have access to learning.” He stresses that inclusive education is not about labelling a child, but about planning the best way forward for each child. This is whatCurro Holdings, a leading independent education provider, aims to do through the Curro Learning Support Project, spearheaded by the Curro Uitzicht Resource Centre. Mentz says the aim is to provide an environment focused on empowering all learners to access and actively participate in learning opportunities. “Although all children would benefit from this approach; those most suited to the assisted learning environment are learners who face learning barriers, such as specific learning disorders or a diagnosis that impacts social and independent learning. A good starting point for a parent is to work with professionals in the field of learner support, such as educational psychologists, occupational and speech therapists and if necessary medical professionals.” Understanding neurodiversity “It is important to understand brain elasticity and adaptation through your child’s development,” he says. This includes understanding what neurotypical development is, and when behaviours and needs are neurodiverse (which is about recognising that different people’s brains will perceive and respond to things in different ways). Thankfully, he says, learning support within the school system is growing both in public and private schooling and policy is turning to action. “Understanding and accepting your particular child’s learning needs opens up a whole new world of learning opportunities and personalised achievements for your child,” says Mentz. “It is important for parents and teachers to collaborate and ensure that they both understand their child’s learning needs and accommodate their learning style to alleviate anxieties and create the optimal learning environment both at school and at home.” Sometimes, this means that a neurodiverse child will benefit from alternatives to a mainstream environment, whether temporarily or for the duration of their schooling. This does not indicate any intellectual deficit, but is rather a consideration to help neurodiverse children to reach their full potential in an environment that better supports their unique learning styles. Putting it into practice “Curro is embarking on bringing national support policy structures to life within our group, as well as using and implementing our unique strength in excellence,” says Mentz. “We are working towards empowering each school with its own school-based support team and empowering our teachers with knowledge and understanding to carry over into practice in the best interest of our learners and their families. Curro Uitzicht will facilitate the support and inclusion of all learners in our system from the base of the resource centre in the group, empowering teachers to support the neurodiverse learner.” His advice to parents and educators alike is to put the needs of the child first, and to recognise that the best education is the result of a team effort between parents, teachers and other professionals in the educational sphere.

June 25, 2024

Embracing Every Step: Navigating Special Needs

“My journey with Dibber International has deeply intertwined with the lives of countless families, each with their unique, cherished children. As someone on the autism spectrum and a parent to a special needs son, I deeply grasp the intricacies and joys of nurturing children with diverse needs. From autism to developmental delays and learning difficulties, every journey is as unique as the precious children it encompasses. “I know firsthand how daunting it can be to embark on this journey. Even with my qualifications and experience, I initially struggled to acknowledge and navigate my son’s challenges. It was a journey filled with denial, fear, and uncertainty. But with the help of dedicated teachers, supportive managers, compassionate doctors, and skilled therapists, we began to navigate this uncharted territory. Each step was arduous, but with their guidance and expertise, we gradually found our footing. Today, we stand stronger, armed with knowledge, resilience, and an unwavering determination to overcome any obstacle that comes our way. “Looking back, I often wished I had the support of Dibber International when our journey began. The personalised guidance, holistic approach, and unwavering support that Dibber provides would have been invaluable during those challenging early days. That’s why I am deeply committed to this cause—not only as an educator but also as someone I wish I had when we first set foot on this path. I’ve learned firsthand that I am not alone, and neither are you. “The COVID-19 pandemic brought unprecedented challenges, disrupting the lives of families and exacerbating existing barriers to education and support services. For young children, especially those with special needs, the absence of in-person preschool experiences deprived them of vital opportunities for social interaction, sensory exploration, and structured learning. The abrupt shift to remote learning posed significant challenges for children who thrive “on routine, consistency, and hands-on experiences. Isolation from friends, teachers, and routine has been particularly challenging for young children’s social and emotional development. Many missed out on crucial interactions and experiences that lay the foundation for empathy, cooperation, and emotional regulation. Furthermore, the sudden change in routine and increased screen time may have impacted their sleep patterns, attention spans, and overall well-being. “As we navigated these turbulent waters, Dibber International’s commitment to families remained steadfast. We adapted our strategies, providing virtual support, resources, and guidance to bridge the gap created by remote learning. However, we acknowledged the limitations of virtual platforms in meeting the holistic needs of young children with special needs. In-person preschool experiences and supportive learning environments became more crucial than ever. “Development in young children under six unfolds across multiple domains—physical, cognitive, social, and emotional. Every milestone, from learning to walk to understanding emotions, contributes to their growth. For children with special needs, this journey may require tailored interventions and support. Early intervention services play a pivotal role in identifying and addressing developmental delays, equipping children with the tools they need to thrive. “At Dibber International, our approach to child development is grounded in the belief that every child possesses unique strengths and abilities. We call it the Dibber Way—a mastery that celebrates individuality and fosters growth. Our team collaborates closely with families to create personalized education plans prioritising each child’s well-being, growth, and happiness. Through play-based learning, sensory exploration, and tailored support, we empower children to reach their full potential, one step at a time. “Together, as a community of parents, educators, and supporters, we stand united in our commitment to nurturing and empowering every child. Though the road ahead may be challenging, it is also filled with endless possibilities and moments of profound joy. With each step we take together, we weave a tapestry of hope, resilience, and boundless love. Let us continue to embrace every step of this journey with open hearts and unwavering determination, knowing that our children’s futures are bright with promise “If you suspect your child may be experiencing challenges or difficulties, trust your instincts and reach out for support. As parents, you know your child best, and early intervention can make a significant difference in addressing developmental concerns. Our teamis here to listen, provide guidance, and support you through every step of the process. From assessment and diagnosis to creating personalized intervention plans, we’ll work together to ensure your child receives the support they need to thrive. Remember, you are not alone on this journey, and together, we can empower your child to reach their full potential. “What if all children could know how valuable they are? Together, we create a world where every child is cherished, included, and empowered to thrive, creating a child for the heart of the world.” By: Kelly Grace Eyre

June 17, 2024

Empowering children : Managing emotional challenges in the classroom

In the ever-evolving field of education, meeting the diverse needs of children extends beyond conventional teaching approaches. A critical factor that has garnered attention is the comprehension of emotional dysregulation and its significant influence within the classroom setting. As educators and parents endeavour to cultivate the optimal learning environment, acknowledging and tackling emotional dysregulation is increasingly recognised as a pivotal component in nurturing academic achievement, according to an education expert. “Emotional dysregulation refers to difficulties in managing and expressing emotions appropriately. For some children, navigating the complex web of feelings can be overwhelming, leading to challenges in focusing, self-control, and interpersonal relationships. Recognising the signs of emotional dysregulation is crucial for creating a supportive environment that promotes both emotional and academic growth,” says Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider. Sutherland says the repercussions of emotional dysregulation in the classroom can be far-reaching. “Children grappling with emotional dysregulation may find it challenging to concentrate on academic tasks, exhibit disruptive behavior, or struggle to engage in collaborative activities. These challenges can hinder not only their individual learning but also the overall classroom dynamic.” Sutherland says recognising emotional dysregulation can sometimes be challenging, but that there are some general signs that may indicate emotional dysregulation: Intense Emotional Reactions: Children with emotional dysregulation may experience emotions more intensely than their peers. This can manifest as extreme anger, sadness, anxiety, or frustration that seems disproportionate to the situation. Quick Mood Shifts: Abrupt and unpredictable changes in mood can be indicative of emotional dysregulation. A child may go from being calm to extremely upset or agitated without an apparent trigger. Difficulty Recovering from Upsets: Children struggling with emotional dysregulation may find it challenging to calm down after becoming upset. Their emotional state might persist for an extended period, making it difficult for them to return to a baseline mood. Impulsive Behavior: Acting on impulses without considering the consequences is a common trait associated with emotional dysregulation. This may include impulsive decisions, outbursts, or even physical aggression. Difficulty with Transitions: Changes in routine or unexpected transitions can be particularly challenging for those with emotional dysregulation. They may struggle to adapt to new situations, leading to increased stress and emotional upheaval. Poor Frustration Tolerance: Children with emotional dysregulation may have a low threshold for frustration. Minor setbacks or challenges that others may handle with ease can lead to intense emotional reactions. Social Difficulties: Emotional dysregulation can impact interpersonal relationships. Children may struggle with making and maintaining friendships due to difficulties in understanding and responding appropriately to social cues. Physical Symptoms: Emotional dysregulation can manifest physically. Children may experience headaches, stomachaches, muscle tension, or other physical symptoms in response to emotional distress. Sleep Disturbances: Disruptions in sleep patterns, such as difficulty falling asleep or staying asleep, can be associated with emotional dysregulation. Emotional challenges may interfere with the ability to relax and unwind before bedtime. Difficulty Identifying Emotions: Some children with emotional dysregulation may have difficulty recognizing and labeling their own emotions. This lack of emotional awareness can contribute to challenges in effectively regulating their feelings. “While the above could be indicators of emotional dysregulation, they should serve as a starting point for investigation, not a diagnostic checklist, as every individual is unique,” says Sutherland. “If a parent has cause for concern, they should seek professional help from a qualified professional or educational experts to help guide them and their child. It is crucial to approach emotional dysregulation with sensitivity and avoid making assumptions,” she says. Generally, the approach to supporting children dealing with dysregulation will include building emotional awareness, developing structured routines, teaching coping skills, engaging in collaborative problem solving, and building and maintaining healthy boundaries. It may also become necessary to find a school that understands emotional dysregulation and is paramount for the holistic development and well-being of children, which is able to assist children on their journey. “The ability of a school to recognise and address emotional challenges directly correlates with a child’s academic success and overall mental health. A school that prioritises emotional well-being fosters classroom environments tailored to promote resilience, creating a supportive space where children feel understood and validated,” says Sutherland. “Such environments will be characterised by teachers who are trained to recognize signs of emotional dysregulation and implement strategies that nurture resilience. By emphasizing emotional intelligence alongside academic achievement, these schools equip children with essential life skills, enabling them to navigate challenges with resilience and adaptability. “Ultimately, choosing a school that values and incorporates emotional well-being into its educational philosophy, lays the foundation for children to thrive academically, emotionally, and socially, setting them on a path towards long-term success.”

June 12, 2024

NEURODIVERSITY IN THE ONLINE CLASSROOM

It is estimated that at least 10% of South African children have neuropsychological challenges. Neurodiversity, the range of different brain structures and chemistry which is found in the human population, includes people with autism as well as those with differencessuch as ADHD (attention deficit hyperactivity), dyslexia, OCD (obsessive compulsive) and sensory integration issues. Neurodivergent children may experience additional trials in life when it comes to social relationships, communication, language skills, mood, motor coordination, attention, activity and sleep. Worldwide, many neurodivergent children are included in the mainstream educational system, and neurodivergence is not synonymous with disability, though some children may need special accommodations in their learning environments. Tracy Fletcher Davies, a Clinical Psychologist at The Neurodiversity Centre in Cape Town says, “Latest research is revealing that neurodiversity issues can co-occur and overlap and are not as stand-alone as we once thought. Other mental health concerns may present alongside neurodiversity challenges. Therefore, the experience of neurodiversity is highly individual and variable, and neurodivergent children may need different kinds of adaptations for them to succeed at school in both academic learning and social development.” Koa Academy, South Africa’s pioneering and award-winning high engagement online school has included neurodiversity training for its teachers and shares awareness of neurodiversity with parents and learners. Head of FET Academics at Koa, Jason Hutchison says, “While Koa is not styled as an online school for those diagnosed with neurodivergence, we recognise that it is inevitable that neurodivergent children, parents and teachers will be represented in our school community. What is essential is to have a school environment based on understanding, recognition and tolerance because these factors are at the heart of both social and self-acceptance. When we can recognise and understand those around us, we can maximise everyone’s potential. Embracing neurodiversity is not just for the neurodivergent; the neurotypicals play a key role in helping shape an ecosystem that is inclusive and welcoming of everyone.” Is the online classroom better for neurodivergent children than traditional schooling? While several studies have shown that neurodivergent children can improve their academic performance in the more flexible online education space, it’s not necessarily the solution for every child and family. Tracy says, “What counts is the fit between the child’s needs and the school, whether that is online or traditional. Children have different needs for co-regulation, structure, choice, routine, sensory stimulation, lowered sensory stimulation, peer interaction, sport, visual or auditory learning choices. The answer lies more in how a learning environment incorporates the child’s needs as opposed to whether the format is online or in-person. What I have found in my practice is that teachers can be powerful agents when it comes to meaningful inclusion, so it helps to have teachers who can recognise and accept neurodiversity. Many children who have found mainstream school overwhelming might well thrive in an online school where they engage from their own, controlled environment in smaller classes and follow personalised learning pathways. However, online school may limit opportunities for social and emotional connections, and it also requires greater parental oversight and support which is not feasible for all families. So, we need to be working towards greater understanding and acceptance of neurodiversity across all educational spaces.” One is either neurodiverse or not Jason concludes, “It is important to understand that neurodivergence is not a choice, it is not a disease, and it is not contagious. Neurodiversity is a physical difference in the structure of the brain and the chemistry involved. For example, those with autism have a more triggered amygdala, which is emotional response and fear control centre. When people with autism become overstimulated, it triggers a response in a way that would be similar to a neurotypical person coming eye to eye with a hungry lion in the wild. The term ‘spectrum’ can also be misleading as neurotypicals may think that they might be a ‘little neurodivergent’. That is not the case – one is either neurodivergent or not. However, the characteristics, nature and neurotype are unique for each individual who has been classified as being neurodivergent. This means that the severity of the impact neurodiversity has on each person is different and for some the impact may be intense and debilitating while for others it can be a superpower or quirk that makes them interesting. Those with neurodivergence are still capable of achieving, meeting deadlines, engaging in classroom situations and discussions, and being positive, active members of society in a variety of ways. Yes, there might need to be a shift in how we approach different situations so as to ensure that everyone has an equal and equitable opportunity for success. However, that does not mean that we need to lower our standards or expectations for those recognised as neurodivergent. Rather, we just need to ensure that everyone is provided with the level of support that they need in order to reach the goals that are attainable for them. Neurodiversity should not be used as an excuse for not succeeding – that would be an injustice to both those recognised as neurodivergent and to the larger community who can derive benefits from the inclusion of unique perspectives brought by those who are neurodivergent.” Parents of neurodivergent children can consider these top tips from clinical psychologist, Tracy Fletcher Davies to help support your child’s success through their schooling years: Accessing support – from assessment to diagnosis, recognition and intervention, it helps to have support. There are a range of professionals that can help families including psychologists who are neurodiversity informed, developmental paediatricians, neuropsychiatrists or paediatric neurologists, occupational therapists and speech and language therapists. Identifying the most pressing needs at each developmental stage –The needs of a neurodivergent child evolve over the school years. Working with your professional support and educators, the team around your child, is helpful to identify your child’s current challenges and implement appropriate strategies as needed. These might include targeted interventions from time to time such as speech and language support, occupational therapy, implementing environmental adaptation techniques or employing a multidisciplinary

May 28, 2024

Neurodiversity and change: How schools can support students

Neurodivergent young people often face a range of challenges related to variances in sensory processing. Some students may be hypersensitive, meaning that they take in far more stimuli than other students. For example, they may perceive noises or lights to be excessively bright. Behaviour related to sensory avoidance may arise from this. Some students, however, may be hyposensitive, meaning that they are much less sensitive to sensations and require more sensory stimulus to identify the sensation and/or feel comfortable. An example of this would be that they detest quiet areas and would much rather listen to music in order to focus. Behaviour that is sensory seeking may arise from this. Events that could be stressful, like change, tend to reinforce these responses. That is why, at school, students’ sensory demands must be considered, and suitable help must be given. Particularly in the case of events that could be stressful, like change, which tend to exacerbate these sensations. It is therefore helpful to create sensory-friendly areas where students may go to self-regulate when they feel overwhelmed. It is important to recognise the value of the psychological safety that students feel in an assisted learning environment, especially once they have established a routine and can predict their immediate future. For this reason, caregivers must consider how changes may affect children who are neurodivergent. THE VALUE OF ROUTINE Students who regularly follow their daily routines may feel more secure and in control of their lives. A practical aid for students is to provide a clear visual depiction of their daily routines and the anticipated changes, for example, to use a notice board for scheduling and timetables. Time and timing are very important. Notifying students well in advance of any impending changes is crucial. Students need this time to prepare psychologically for the change. One should provide visual indicators, social stories, or verbal reminders to convey changes well in advance to accommodate different students. The type and frequency of reminders required to enable a seamless transition through the change will depend on the student’s developmental stage and or preferences. Students can learn about changes more effectively by seeing visual representations of what to expect. THE VALUE OF EXPLANATION Providing students with clear and concise explanations of the reasons for the anticipated change will enhance their understanding of the change, and therefore lower possible resistance to change. Since all students are different, it is important to remember to communicate in a manner that accommodates their individual needs. While certain students may require short, frequent reminders, others may prefer longer verbal explanations, with the opportunity to ask questions to seek clarification. THE VALUE OF CHOICE Students are often voiceless in decisions that directly impact them. Whenever possible, students should be given options to mitigate their sense of helplessness. This may be as easy as having to select between two nearly identical options. Nonetheless, it helps support the development and preservation of a sense of autonomy and self-worth. Effective communication is essential to change management, just like it is to any other process. Teachers, parents, and children can identify specific worries and anxieties connected to the change by having open conversations. Thus, it makes sense to set up a system that allows pupils to communicate their emotions, whether orally, visually, or through other channels. It’s critical to keep in mind that every neurodiverse learner is unique and that change management processes should be customised to meet their specific requirements. Comprehensive support requires regular communication between parents, caregivers, and specialists involved in the child’s care. www.thebridgeschool.co.za

April 25, 2024

Unlocking Potential: A Guide on How to Support Children With ADHD Learning Disabilities

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects millions of children worldwide. One of the challenges that children with ADHD often face is learning disabilities, which can impact their academic performance and overall well-being. As parents, caregivers, and educators, it’s essential to understand how to provide effective support to children with ADHD learning disabilities. In this guide, we’ll explore strategies and resources to help unlock the potential of these remarkable individuals. Understanding ADHD and Learning Disabilities ADHD is characterized by symptoms such as impulsivity, hyperactivity, and difficulty sustaining attention. In addition to these challenges, many children with ADHD also experience learning disabilities, which can affect their ability to process information, organize tasks, and retain knowledge. Common learning disabilities associated with ADHD include dyslexia, dyscalculia, and auditory processing disorder. Early Identification and Assessment Early identification and assessment are crucial for supporting children with ADHD learning disabilities. If you suspect that a child may be struggling with ADHD or a learning disability, it’s essential to seek professional evaluation and diagnosis from qualified healthcare providers or educational specialists. A comprehensive assessment can help identify specific areas of difficulty and inform personalized interventions. Creating a Supportive Environment Creating a supportive environment is key to helping children with ADHD learning disabilities thrive. This includes establishing clear routines, providing structured guidance, and minimizing distractions in the learning environment. Simple strategies such as breaking tasks into smaller, manageable steps and using visual aids can help children stay focused and organized. Implementing Individualized Education Plans (IEPs) and Accommodations Individualized Education Plans (IEPs) and accommodations are essential tools for supporting children with ADHD learning disabilities in school settings. These plans outline specific goals, accommodations, and interventions tailored to the child’s unique needs. Examples of accommodations may include extended time on assignments, preferential seating, and access to assistive technology. Utilizing Multimodal Learning Approaches Children with ADHD learning disabilities often benefit from multimodal learning approaches that engage multiple senses and learning styles. Incorporating hands-on activities, interactive games, and kinesthetic learning techniques can enhance comprehension and retention of information. Additionally, providing frequent breaks and incorporating movement into lessons can help children with ADHD stay focused and engaged. Encouraging Self-Advocacy and Self-Regulation Empowering children with ADHD learning disabilities to advocate for themselves and develop self-regulation skills is essential for their long-term success. Encourage open communication, teach problem-solving strategies, and provide opportunities for children to practice self-monitoring and self-reflection. By fostering autonomy and resilience, children can learn to navigate challenges and advocate for their needs effectively. Collaborating with Parents, Educators, and Healthcare Providers Collaboration among parents, educators, and healthcare providers is crucial for providing comprehensive support to children with ADHD learning disabilities. Regular communication and collaboration allow for the sharing of insights, progress monitoring, and adjustment of interventions as needed. By working together as a team, stakeholders can create a supportive network that maximizes the potential of children with ADHD learning disabilities. Accessing Supportive Resources and Services Numerous resources and services are available to support children with ADHD learning disabilities and their families. These may include tutoring programs, educational therapists, support groups, and community organizations specializing in ADHD and learning disabilities. Additionally, online resources, books, and workshops can provide valuable information and guidance for parents and educators navigating the challenges of ADHD and learning disabilities. Conclusion Supporting children with ADHD learning disabilities requires patience, understanding, and a collaborative approach. By implementing personalized strategies, creating supportive environments, and accessing available resources, we can help unlock the potential of these remarkable individuals and empower them to thrive academically, socially, and emotionally. Together, we can make a positive difference in the lives of children with ADHD learning disabilities and ensure they reach their full potential.

April 10, 2024

Cord Blood- and Tissue-Derived Stem Cells: Can Autism be treated?

Autism Spectrum Disorder (ASD) is a complex neurological condition that usually develops in childhood. ASD is a neurodevelopmental disorder characterized by difficulties with social interactions and communication and the presence of repetitive and restricted behaviours. As awareness about the condition has grown, so has the recognition that autism isn’t an intellectual disability and can occur in people with average and above-average IQs. Autism diagnosis rates have tripled in less than two decades. Approximately 1 in 44 children are identified as having ASD. Boys are four times more likely than girls to be diagnosed with autism. Autism affects all ethnic and socio-economic groups. Most ASD cases are idiopathic (a disease or condition which arises spontaneously or for which the cause is unknown). Approximately 15% to 20% of ASD cases are caused by specific genetic mutations. Some of the genes involved in ASD include ADNP, ARID1B, ASH1L, CHD2, CHD8, DYRK1A, POGZ, SHANK3, and SYNGAP1. In most individuals with ASD caused by rare gene mutations, the mutations occur in only a single gene. Both, 16p11. 2 deletion and duplication have been associated with the risk for autism spectrum disorder (ASD). Other deletions that are associated with ASD are 3q29 deletion and 1q21.1 deletion. There is no cure for Autism, however, various treatments and therapies assist with the day-to-day lives of people with ASD. Currently, several clinical trials are investigating the use of stem cells derived from cord blood and/or cord tissue. These trials are designed to ease or decrease the symptoms of ASD and are not cures. In future, there remains a strong need to generate supporting scientific data on stem cell therapy for use in ASD. The studies that have been conducted thus far, showing proof of clinical improvement, have not been standardised, there is therefore a need to collect further data. Various stem cell types have been used, and different routes of administration (intravenous/intrathecal), dosage levels, and duration of treatment were used. Additionally, the time to follow-up needs to be more standardised, and only then will it allow for the accurate assessment of long-term outcomes and comparisons of different choices and procedures of transplantations with respect to ASD treatment. Clinical studies have been undertaken using different sources of stem cells, i.e. bone-marrow, umbilical cord blood-derived stem cells, and cord tissue-derived stem cells. These studies focused on alleviating ASD symptoms by modulating inflammatory processes in the brain. In most of these studies, significant improvements were reported in the first few month’s post-infusion. These were also sustained and measurable after 12 months. Children with higher baseline nonverbal intelligence percentages showed greater improvement. The clinical studies mentioned above reported no severe adverse events after cell transplantation and encountered only minor adverse events, such as nausea, vomiting, and pain at the site of injection. These preliminary clinical trials provide us with an encouraging opportunity for the application of stem cell therapy in the treatment of ASD. However, only with additional neuro-rehabilitation such as behavioural and speech therapy, sensory integration, or psychological intervention, etc., which will support the efficacy of stem cell therapy, will the full potential of this type of treatment of ASD be realised. Breaking news (2022): Rutgers scientists studied neural precursor cells (NPCs) – of patients with ASD. They discovered the NPCs – that create the three main kinds of brain cells: neurons, oligodendrocytes, and astrocytes – either overproduced or underproduced the number of permanent brain cells. These NPCs are formed prenatally during a period that stretches from the end of the first trimester through the second, about weeks eight to 24 of the 40-week gestation period of a human fetus. The scientists say this data might in the future assist in identifying a “biomarker, which could signal when to introduce therapy or to identify signalling pathways for drug targeting in future.” References Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry. 2006 Jun;63(6):694-701. Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioural paediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Paediatrics, 145(1), e20193447. https://www.rutgers.edu/news/stem-cells-either-overproduce-or-underproduce-brain-cells-autistic-patients

April 9, 2024

When to Push My Child and When to Step Back

Parental involvement in child development is a multifaceted endeavor that requires a delicate balance between providing support and fostering independence. Knowing when to push a child to excel and when to step back and allow them to navigate challenges independently is a critical aspect of effective parenting. In this article, we explore the factors to consider when making decisions about parental involvement in a child’s development. Recognizing Signs of Readiness One key factor in determining when to push a child is recognizing signs of readiness for challenge. These signs may manifest as curiosity, enthusiasm, or a desire to explore new opportunities. Observing cues from the child’s behavior and interests can provide valuable insights into their readiness to be pushed beyond their comfort zone. Understanding Individual Differences It’s essential to recognize that each child has unique learning styles, strengths, and preferences. What works for one child may not necessarily be effective for another. Tailoring parental involvement to accommodate these individual differences is crucial for promoting optimal development and fostering a positive learning experience. Setting Realistic Expectations While it’s essential to encourage children to strive for excellence, it’s equally important to set realistic expectations. Placing undue pressure on children to meet unrealistic standards can have detrimental effects on their self-esteem and overall well-being. Setting achievable goals that align with the child’s abilities and interests is key to fostering a healthy approach to learning and development. Encouraging Independence Fostering independence is essential for empowering children to take ownership of their learning and development. Encouraging children to take initiative, make decisions, and solve problems independently helps build confidence and resilience. Providing opportunities for children to explore their interests and pursue their passions autonomously nurtures a sense of self-efficacy and agency. Providing Support and Guidance While fostering independence, it’s essential for parents to provide support and guidance along the way. Offering encouragement, praise, and constructive feedback can help children navigate challenges with confidence. However, it’s equally important to strike a balance between offering assistance and allowing children the space to learn from their mistakes and grow. Recognizing Limits It’s crucial for parents to recognize when a child is feeling overwhelmed or stressed and adjust their level of involvement accordingly. Pushing a child too hard or too fast can lead to burnout and diminish their enjoyment of learning. Being attuned to the child’s emotional well-being and providing support to help them manage stress and anxiety is essential for promoting a positive learning environment. Seeking Professional Advice When unsure about the appropriate level of parental involvement, it’s important for parents to seek guidance from educators or child development experts. These professionals can offer valuable insights and recommendations based on their expertise and experience. Consulting with professionals can help parents make informed decisions that are in the best interest of their child’s development. In conclusion, knowing when to push a child and when to step back is a nuanced aspect of parenting that requires careful consideration and judgment. By recognizing signs of readiness, understanding individual differences, setting realistic expectations, fostering independence, providing support and guidance, recognizing limits, and seeking professional advice when needed, parents can effectively navigate the complexities of parental involvement in their child’s development. Maintaining a balanced approach that prioritizes the child’s well-being and autonomy is key to fostering a positive and nurturing learning environment.

March 18, 2024

Benefits of Including STEM into the Classroom

In today’s rapidly evolving world, the integration of Science, Technology, Engineering, and Mathematics (STEM) education into the classroom has emerged as a crucial component of modern pedagogy. This article explores the myriad benefits of incorporating STEM disciplines into the educational curriculum, highlighting the transformative impact it has on students’ academic development and future prospects. Fostering Critical Thinking Skills STEM education serves as a catalyst for nurturing critical thinking skills essential for navigating the complexities of the 21st century. Through hands-on experimentation and problem-based learning, students are challenged to analyze, evaluate, and synthesize information, fostering a deep understanding of core concepts while honing their analytical prowess. By engaging in STEM activities, students are encouraged to think outside the box, fostering creativity and innovation that are indispensable in an increasingly dynamic world. Preparing Students for Future Careers The integration of STEM education in the classroom is not merely about imparting knowledge; it is about preparing students for the demands of the future workforce. In an era defined by technological advancement and digital transformation, proficiency in STEM fields has become a prerequisite for success in a wide range of career paths. By equipping students with STEM skills, educators empower them to pursue diverse opportunities in fields such as engineering, computer science, healthcare, and renewable energy, ensuring they are well-positioned to thrive in the ever-evolving job market. Encouraging Collaboration and Teamwork STEM education transcends individual achievement, emphasizing the importance of collaboration and teamwork in problem-solving. Through collaborative projects and group activities, students learn to communicate effectively, leverage collective expertise, and navigate diverse perspectives to achieve common goals. By fostering a collaborative learning environment, STEM education cultivates essential interpersonal skills that are invaluable in both academic and professional settings, laying the foundation for future success. Addressing Real-World Challenges One of the most compelling aspects of STEM education is its emphasis on addressing real-world challenges. From environmental sustainability to healthcare innovation, STEM disciplines provide students with the tools and knowledge to tackle pressing societal issues. By engaging in hands-on projects that simulate real-world scenarios, students develop a deeper understanding of the relevance and applicability of STEM concepts, empowering them to become agents of positive change in their communities and beyond. Enhancing Technological Literacy In an increasingly digital-centric world, technological literacy has become a prerequisite for active participation in society. STEM education plays a pivotal role in enhancing students’ technological literacy by exposing them to cutting-edge technologies, software applications, and coding languages. By equipping students with essential digital skills, STEM education empowers them to navigate the complexities of the digital landscape with confidence, opening doors to a myriad of opportunities in the digital economy. Promoting Diversity and Inclusion In the pursuit of STEM excellence, fostering diversity and inclusion is paramount. STEM education initiatives strive to create an inclusive learning environment that celebrates diversity of thought, background, and experience. By promoting equity and access to STEM education for all students, regardless of gender, race, or socioeconomic status, educators cultivate a diverse pipeline of future STEM professionals who bring unique perspectives and insights to the table, driving innovation and progress in STEM fields. The integration of STEM education into the classroom heralds a new era of learning characterized by innovation, collaboration, and opportunity. By harnessing the power of Science, Technology, Engineering, and Mathematics, educators empower students to develop critical thinking skills, pursue diverse career paths, and address real-world challenges with confidence and ingenuity. As we chart a course towards a future defined by technological advancement and societal transformation, embracing STEM education is not just a choice—it is a necessity for unlocking the full potential of our students and shaping a brighter tomorrow.

March 5, 2024

The Role of Parents in the Education of Special Needs Children and Fostering a Collaborative Approach

In the realm of special needs education, the dynamic interplay between parents and educators has assumed a paramount role, giving rise to a collaborative approach that is instrumental in the comprehensive development of special needs children. This article delves into the multifaceted dimensions of this collaboration, shedding light on its significance and the evolving landscape of special education. The Significance of Collaborative Education Collaborative education, within the context of special needs, is an intricate dance between parental involvement, educational strategies, and therapeutic interventions. It transcends the conventional boundaries of academic instruction, encompassing a holistic approach that addresses the diverse needs of each child. The Evolving Landscape of Special Needs Education Historically, the role of parents in special education was often peripheral, with educators and therapists shouldering the primary responsibilities. However, contemporary perspectives recognize the pivotal role of parents as active contributors to their child’s educational journey. This paradigm shift brings forth both challenges and opportunities. The Triad of Collaboration: Parents, Educators, and Therapists At the core of the collaborative approach lies the triad of collaboration – parents, educators, and therapists. Each entity plays a distinct yet interconnected role in the child’s development, creating a synergistic effect that goes beyond the confines of traditional educational frameworks. Tailoring Education to Individual Needs One of the key tenets of collaborative education is the recognition and accommodation of the unique needs of each special needs child. Parents, intimately familiar with their child’s strengths and challenges, provide invaluable insights that aid educators in tailoring instructional methods to optimize learning outcomes. Building a Supportive Home Environment Fostering a supportive home environment is integral to the success of collaborative education. Parents are encouraged to create a space that complements the strategies employed in school, offering consistent support and reinforcement of key concepts. Communication Strategies Effective communication is the linchpin of successful collaboration. Regular updates, feedback sessions, and joint decision-making processes between parents and educators create a seamless flow of information that is vital for the child’s progress. Challenges and Solutions While the collaborative approach brings forth numerous benefits, it is not without its challenges. Navigating differing perspectives and finding common ground requires commitment and flexibility. Solutions include structured communication protocols, professional development for educators, and support networks for parents. In conclusion, the role of parents in the education of special needs children is not merely supportive but integral. The collaborative approach, encompassing educators, therapists, and parents, emerges as a powerful catalyst for positive change. As we navigate the ever-evolving landscape of special needs education, let us collectively embrace and champion this collaborative ethos, ensuring that every child receives the tailored support needed to unlock their full potential.

February 21, 2024

Unlocking the power of reading

READING … It has been said that in Grade 0 – 3 a child learns to read and from Grade 4 up, they read to learn. Learning to read is different from learning to communicate. Children are born with the inherent ability to learn to communicate, but they are not born with the inherent ability to learn to read. As such, teaching reading needs to be systematic and intentional. Sadly, for many of our children, they miss out on the foundations of learning to read which impacts negatively on their ability to learn throughout life. Although accurate statistics are hard to come by, the evidence is conclusive that South Africa’s rate of illiteracy in our schools it frighteningly high. In 2021, the Progress of International Literacy (PIRLS) study reported that 80% of students in South Africa, in Grade 4 were illiterate! This is beyond frightening and we need to systematically and intentionally intervene to turn the tide of growing illiteracy. In a world dominated by screens and soundbites, the art of reading seems to be fading into the background. Yet, it’s importance remains as crucial as ever. Learning to read properly isn’t just about deciphering words on a page, it’s about unlocking a world of possibilities, expanding horizon and empowering individuals to navigate the complexities of life with confidence and insight. The Gateway to Knowledge Reading is a key that opens countless doors to knowledge, wisdom and imagination. From textbooks to literature, news articles to scientific papers, reading with comprehension allows a person to access to a wealth of information. Mastering the skill of reading is paramount! It takes a child beyond the doors of their classrooms into a world of possibilities. Once you learn to read, you will be forever free.” — Frederick Douglass Empowering Critical Thinking Reading isn’t merely about absorbing words. It’s about engaging with ideas, analyzing perspectives and challenging assumptions. Proper reading comprehension cultivates critical thinking skills essential for navigating an ever increasingly complex world. Student who can read effectively are better equipped to evaluate information critically, discern fact from opinion, and form their own well-informed judgments. Fostering Empathy and Understanding Literature has the power to transport readers into the lives of others, which fosters empathy and understanding. Through the pages of novels, short stories and poems, children encounter diverse characters and perspectives, gaining insights into different cultures, experiences and emotions. These literally journeys broaden children’s worldview and cultivate empathy, which is a vital attribute for building harmonious relationships and thriving in a multicultural society. Enhancing Communication Skills Reading also extensively is a cornerstone of success in both academic and professional realms. Reading extensively exposes students to various writing styles, vocabulary and sentence structures, which enhances their own language proficiency. Furthermore, exposure to well-written texts serves as a model for developing coherent arguments, articulating thoughts clearly and communicating ideas persuasively. These are skills which are invaluable in academic essays, presentations and other everyday interactions. “Children are made readers in the laps of their parents.” -Emilie Buchwald Fuelling Imagination and Creativity Books are portals to boundless worlds limited only by one’s imagination. Through the pages of fiction, students embark on fantastical adventures, explore distant galaxies and immerse themselves in richly imagined landscapes. Reading stimulates creativity, igniting the imagination and inspiring individuals to think innovatively. For students nurturing creativity through reading fosters a sense of possibility and fuels their aspirations for the future. Building Resilience and Grit The journey of learning to read proficiently is often fraught with challenges – encountering unfamiliar works, grappling with complex concepts and overcoming moments of frustration. Through perseverance in the face of these obstacles that resilience and grit are forged. Students who persist in honing their reading skills develop the confidence to tackle academic challenges head-on and the resilience to navigate setbacks with determination. Cultivating Lifelong Learning Reading is not merely a skill to be mastered in school but is lifelong companion on the journey of personal growth and self-discovery. Students who cultivate a love for reading are more likely to become lifelong learners, continuously seeking out new knowledge and experiences beyond the confines of formal education. Whether delving into non-fiction to expand the expertise or losing themselves in the pages of fiction for pure enjoyment, the habit of reading enriches their lives immeasurably. In an age dominated by rapid technological advancements, the ability to read properly remains a timeless and indispensable skill. For children, mastering this skill is not just about meeting their academic requirements but about equipping them with the tools needed to thrive. By unlocking the power of reading, children embark on a journey of discovery, a journey that transcends the confines of the classroom and shapes the course of their lives. And all this begins by parents developing a love of books in their children!

February 15, 2024

Mastering School Transitions: A Guide for Students, Parents, and Educators

In the intricate tapestry of a student’s academic journey, transitions represent pivotal moments that can significantly shape both their educational experience and personal growth. Whether moving from one school to another or ascending to a higher grade, these transitions carry profound implications for academic performance and socio-emotional well-being. This article delves into the nuanced dynamics of such transitions, examining the psychological, social, and academic facets that students encounter during these pivotal moments. The Psychological Dynamics of Transitions Transitioning from one school to another or advancing to a higher grade is a complex process laden with psychological nuances. Students may experience stressors such as adapting to a new environment, forming new relationships, and adjusting to different academic expectations. Understanding the psychological underpinnings of these challenges is essential for developing effective coping mechanisms that support the mental well-being of students. Navigating Social Dynamics Social dynamics play a crucial role in the transitional phases of a student’s academic journey. The prospect of forming new friendships, fitting into established social circles, and adjusting to the social norms of a different academic setting can pose challenges. This section explores strategies for students to navigate these social dynamics successfully, fostering positive interactions and building meaningful connections with peers. Academic Adjustments The academic landscape undergoes significant transformations during transitions, presenting students with new challenges and expectations. From adapting to different curriculum structures to facing diverse teaching methodologies, students must navigate these adjustments to ensure a seamless academic progression. This section discusses approaches for students to ease the academic transition, ensuring a continued focus on learning and achievement. Parental Involvement and Support Parents play an integral role in supporting their children through transitions. Their involvement, understanding, and proactive support contribute significantly to a smooth transition experience. This section provides practical tips for parents to actively engage in their child’s academic journey, addressing concerns, and fostering a supportive environment at home. The Role of Educators in Transition Support Educators bear a significant responsibility in guiding and supporting students through transitional phases. Creating an environment that acknowledges and addresses the challenges inherent in transitions is paramount. This section outlines strategies for educators to provide effective support, facilitating a seamless transition for students under their care. Building Resilience for Future Transitions Navigating transitions, when approached with a positive mindset, can cultivate resilience in students. This resilience becomes a valuable asset for future transitions, empowering students to adapt to new challenges and opportunities throughout their academic journey. This section explores the long-term benefits of effectively managing transitions and building resilience. In conclusion, the transition from one school to another or from one grade to the next is a critical juncture in a student’s academic journey. By understanding and addressing the psychological, social, and academic dynamics associated with these transitions, a collaborative effort among educators, parents, and students can ensure a smooth and successful progression, setting the stage for a fulfilling educational experience.

February 8, 2024

Understanding Executive Functions: Building Blocks for Speech and Language Development in Children

Executive functions are like the brain’s conductors, orchestrating learning and thinking processes that are vital for a child’s development. In the realm of speech and language, these functions play a pivotal role in laying the foundation for effective communication. What are Executive Functions? Executive functions encompass a set of thinking and organising abilities that help with managing time, paying attention, changing focus, planning and organizing, initiating tasks, and regulating emotions. These skills are crucial for a child’s overall development, and they extend their influence to the realm of speech and language. Memory and Speech Memory, a key executive function, plays a significant role in speech and language development. Working memory, the ability to hold and manipulate information temporarily, aids in remembering and processing spoken and written language. Children draw upon working memory when learning new words, sentence structures, and when engaged in conversations. Inhibition and Language Control Inhibition, another executive function, is the ability to control impulses and resist distractions. In the context of language development, inhibition is essential for filtering irrelevant information, staying focused during communication tasks, and controlling the urge to interrupt others. It paves the way for effective listening and turn-taking in conversations. Cognitive Flexibility in Communication Cognitive flexibility allows children to adapt to changes in communication patterns and switch between different aspects of language. It enables them to navigate various social contexts, understand different perspectives, and employ a range of language skills appropriately. Planning and Organization in Communication Executive functions involved in planning and organization contribute significantly to a child’s ability to express thoughts coherently. These skills help in forming sentences, structuring narratives, and organizing ideas during verbal expression. Emotional Regulation and Communication Executive functions also play a crucial role in emotional regulation, influencing a child’s ability to express themselves appropriately. Emotional control is fundamental for effective communication, as it helps children convey their thoughts and feelings in a socially acceptable manner. Developmental Milestones and Red Flags Understanding typical developmental milestones related to executive functions in speech and language can empower parents. It’s also essential to be aware of potential red flags that may indicate challenges in these areas, such as persistent difficulties in following instructions, poor attention during conversations, or struggles with organizing thoughts. In conclusion, executive functions are the unsung heroes of speech and language development. By recognizing and nurturing these cognitive processes, parents can actively contribute to their child’s communication skills. Observing and addressing challenges early on can make a significant difference in fostering effective communication and setting the stage for a lifetime of language success. Written by: Karen Jacobs and Donna Botha

January 25, 2024

10 minute writing

Have you ever noticed that children rarely see the adults in their lives sitting down to write something on a piece of paper? They see us sending text messages, making to-do lists, or working on a device, but how often do they see us physically writing something creative? From grade 3 to , we encourage the practice of writing on a regular basis for just ten minutes at a time, using a picture or a writing prompt. This can be a powerful tool for children who struggle with writing. I believe that this approach offers a structured yet creative way to help students develop ideas, sequence their thoughts, and encourage ideation – turning what may seem like a scary task into an enjoyable and constructive exercise. Using a picture or a prompt can help to: Spark Creativity: The visual or written prompt acts as a springboard for a child’s imagination. It provides a starting point to ignite creativity and makes it easier for them to come up with ideas for their writing. Focus on Expression: With only ten minutes to write, children can concentrate on expressing their thoughts rather than worrying about the length of their writing. This minimizes the pressure and allows them to focus on content. Organize Thoughts: Writing prompts teach children how to structure their ideas and thoughts. They learn to create a beginning, middle, and end, forming a logical sequence in their writing. Expand Vocabulary: Regular writing exercises expose children to new words and phrases. Over time, this expands their vocabulary and encourages them to experiment with language, making their writing more engaging. Build Confidence: As children see their writing skills improve through this practice, they gain confidence in their abilities. This boost in self-esteem can be instrumental in overcoming writing challenges. Foster Consistency: Developing a habit of writing regularly – in an ideal world, for 10 minutes a day – instills consistency. Children learn that writing is not a sporadic task but a regular practice, making it less daunting. Encourage Ideation : By writing about different topics and prompts, children are encouraged to think creatively and explore various ideas. This helps in nurturing their ability to generate unique and imaginative content. It also helps to develop detail and expand upon their initial idea. Improve The flow of writing: We temporarily remove the need for perfect spelling which can be liberating for children. This freedom to express themselves without the constraint of spelling allows children to focus only on their ideas and creativity, which is essential for their writing development. Edit for PASS: We use the acronym PASS which can help children to begin editing their own writing. P= punctuation. A= appropriate language and vocabulary, S= Spelling, S= sentence sense. Read from ‘The Author’s Chair’: Children like to share their stories so we have a space where they can read to their friends and listen to each other’s work. This space over time becomes a place to help each other edit and fine tune their writing. Let’s talk about spelling in 10 minute writing… Although I do advocate good spelling practice and happily use devices or small white boards to help children access the correct spelling word – but when it comes to 10 minute writing, I encourage everyone to take spelling ‘off the table’. Over the years I have noticed that the following happened when spelling was not the main area of focus in creative writing… Reduced Anxiety: For many children, spelling can be a source of anxiety and self-doubt. When they are given the freedom to write without worrying about spelling, it reduces this pressure and allows them to enjoy the act of writing. Encourages Risk-Taking:When spelling is not a primary concern, children are more willing to take risks in their writing. They might experiment with more complex words or write about topics they find interesting but would have avoided due to spelling difficulties. They might try writing in other formats such as songs, poetry or dialogues. Emphasis on Ideas: With spelling temporarily out of the equation, the emphasis shifts towards the ideas and the creative process. Children can concentrate on telling a story, describing a scene, or expressing their thoughts in a way that feels natural to them. Improved Flow of Writing:The fear of making spelling errors can disrupt the flow of writing. When this concern is set aside, children’s writing tends to flow more smoothly, making it easier to capture their thoughts on paper and expand on these thoughts. Boosts Confidence: As children see their ideas come to life on the page without the hindrance of spelling, it boosts their confidence. This increased confidence can be a stepping stone towards improved overall writing skills. Emphasizes Editing Later: While spelling is important, it’s a technical aspect of writing that can be fine-tuned during the editing process. By separating the act of generating ideas from the act of correcting spelling, children learn that they can always refine their work later, allowing them to focus on the creative aspects in the initial draft. 10 minute writing fosters a love of writing and helps children build the foundation for stronger writing skills in the future. Why not take 10 minutes now to try a picture or writing prompt for yourself? Picture -Writing: Write something for 10 minutes based on this picture…it can be a made up story, a slice of your life, a memory, or merely describe what you are seeing in the picture. Writing Prompt: Explore this question as best you can. Would you rather live in a caravan or a tent? Please give some good reasons for your choice. Written by Heather Francis – Academic English Support

January 10, 2024

Down’s Syndrome

What Is Down’s syndrome A Genetic condition that causes mild to serious physical and mental problems Extra chromosome (21) Three types: Trisomy 21 (every cell has an extra copy of chromosome 21) Translocation downs syndrome (Each cell has a part of chromosome 21 attached to another chromosome) Mosaic downs syndrome (only some of the cells carry an extra chromosome) Presentation of Down’s Syndrome Common physical signs Decreased muscle tone at birth Difficulty with endurance in ALL activities Poor ability to assume and maintain positions Excess skin at the nape of the neck Flattened nose Separated joints between the bones of the skull (sutures) Single crease in the palm of the hand Makes fine motor activities more difficult Difficulty assuming and holding various pinches – fatigue easily Small ears Small mouth Upward slanting eyes Wide, short hands with short fingers White spots on the coloured part of the eye (Brushfield spots) Cognitive impact Mild to moderate cognitive delay Hearing difficulties Cardiac problems – regular check ups with a cardiologist – 50% of children present with a cardiac defect Visual difficulties – squint, cataracts, crossed eyes, visual processing difficulties, difficulties with eye movements due to low tone in the optic muscles (60 – 80%) Bull et al. (2022) Visual difficulties impact the processing and output during class activities Can impact playground engagement Impacts gross motor skills and praxis Essentials for managing Down’s syndrome: Early intervention Physiotherapy /Occupational Therapy /Psychosocial intervention Environmental adaptions and modifications IEP’s, job training and independence in Activities of daily living Areas of focus: Postural control Visual Difficulties Behaviour Classroom adaptations 1. Postural Control: Important referrals for Postural control: Physiotherapist Speech therapist Occupational Therapist 2. Visual Difficulties Presentation of visual difficulties: Refractive errors: Hyperopia (far sightedness) Myopia (near sightedness) Astigmatism (blurry vision) Visual acuity difficulties: Blurry vision, difficulty with seeing detail Kerataconus: Difficulty with close work- out of focus Better with contacts- difficult for children to use the contacts Cataracts: Essential early detection Clear image is not presented to the child in the correct way: visual learning is affected Nystagmus: involuntary side-to-side, up and down, or circular movement of the eyes May disappear by itself Cortical visual impairment Colour preference (red and yellow, borders) – can use colour as an anchor and to assist with recognising detail in an image Need for movement to focus Visual latency Visual field preferences Difficulties with visual complexity Need for light Difficulty with visual focus in the distance Atypical visual reflexes Difficulties with visual novelty – look for familiarity Absence of visually guided reach – affects praxis (automatic reach) Important referrals for Visual Difficulties Functional/behavioural visual specialist Ophthalmologist Occupational Therapist 3. Behaviour Very Common 2 in 3 children with Down’s syndrome have difficulty with managing their own behaviour Reasons: Difficulty controlling impulses Trouble communicating needs Difficulty with judging social environments and settings – Sometimes play too rough Trying to figure out play equipment so tend to grab or occupy certain play items Difficulty sharing POOR work endurance Defiance Important Referrals: Psychologist Speech Therapist Occupational Therapist 4. Classroom Adaptations: Difficulty with executive function skills Money Management Time management Task evaluation Working memory Impulse control Toileting difficulties – either from awareness, emotional response or physical difficulty with the task Delay in milestones Difficulty retaining information: REPETITION NB Written by: Nicky Forssman

December 19, 2023

Gestalt language processing: What is it & how can parents support their children?

A growing area of interest in the speech therapy profession is Gestalt language processing. Gestalt language processors are children who learn language in a way that is different from analytical language learners. Rather than learning to make sounds, then words and then sentences like analytical language learners, these children learn whole phrases first. “For those with a psychology background, the word Gestalt is familiar, but it essentially means learning from the whole to the part. Rather than learning the word done, a Gestalt language processor might say, well done, excellent job every time they complete a task, regardless of whether the job was completed fully or not,” explains Robyn Barlow, Speech Therapist at The Bridge Assisted Learning School, part of the ADvTECH Group, SA’s leading private education provider. “It is a type of language development that usually presents with echolalia. Echolalia is a term for sentences or phrases that are repeated, which can either be delayed or immediate. These are the children that repeat your questions back to you or repeat a line from a TV show in a sing-song manner,” she says. “It can be frustrating when your questions are constantly said back to you by a small person. And for many it may appear that the child is unaware of what is being asked, but research has shown that is not true. As communicative partners of these children it is important to encourage communication in any form.” Some tips for parents and teachers communicating with Gestalt language processors include: Acknowledge the communication. This can be through a smile or a nod, but the attempt to communicate must be acknowledged. Model language. they have made associations to these phrases that may be tricky to decipher. For example, the child may say, “that’s a big truck” every time they see a truck. As a caregiver, modelling various sentence structures, intonation patterns and modifying the sentence is a good way to stimulate language. For example, “Is that a big truck?” or “yes, a big RED truck.” But sometimes, the phrase can be attached to an emotion. Determining if an emotional response is attached to a phrase can help you and the child identify big feelings and better ways to manage them. “While we do not know what causes children to be analytic or Gestalt processors, we do know that Gestalt language processing using echolalia is a valid form of communication. Many children who are Gestalt language processors are neurodivergent and it is important to learn how you can support them through neuro-diverse affirming approaches,” Barlow says. Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside campus (sister school of The Bridge Lonehill), says as is the case with all neurodiverse children, parents should seek additional assistance if they feel unsure or concerned about their child’s development. “Sometimes neurodiverse students can’t thrive in mainstream schools, but they may also not be suited for special needs schools. Nevertheless, children with average to above average ability, whose learning is impacted by challenges such as ADHD, dyslexia, mild autism, and anxiety, or children who have been through illness or trauma which has affected their scholastic progress, as well as children who display signs of Gestalt language processing, may find the necessary support from therapy or schools that cater to neurodiverse children.” “Gestalt language processing is not a disorder, but a different way of learning using language which can be nurtured and enhanced with the right guidance and strategies. If parents notice any signs that suggest Gestalt language processing, they may want to consult a speech-language pathologist or therapist who can assess the child’s language skills and provide appropriate intervention, support and guidance.” Gestalt language processing is not a problem, but a potential, she says. “Parents should therefore not be concerned or alarmed if they notice what could be Gestalt language processing in their children, as it is a natural and valid way of learning and using language. However, parents can play a vital role in supporting their child’s language and holistic development, by being responsive, supportive, and collaborative with the child, their educators and other support structures.”

December 12, 2023

VETERAN EDUCATION EXPERT TO LEAD THE BRIDGE ASSISTED LEARNING SCHOOL LONEHILL

Veteran educator Rauri Maarman is set to take over the reins as Principal of The Bridge Assisted Learning School in Lonehill as of November 1 this year. Maarman has more than 20 years’ of experience as an educator and leader in education and brings with him a wealth of knowledge and a passionate vision for building on the dynamic and supportive learning environment for which The Bridge has become known. He holds a BEd Honours Degree in School Guidance and Counselling and a BPsych Degree in Psychology, which gives him the academic background required for deep insight into student development. Maarman is also in the process of completing an MBA, which will support his leadership and management of The Bridge Lonehill in years to come. “We are delighted that we were able to secure Mr Maarman for this very important role and look forward to seeing his contribution to developing this institution to the benefit of students present and future,” says Chris van Niekerk, Managing Director of the Bridge Assisted Learning Schools. Maarman has a track record of more than two decades of success in teaching and leadership roles, covering both primary and high school levels, and has demonstrated his prowess at developing and implementing effective policies and strategies and managing staff and their performance. His extensive knowledge of business and financial management related to educational institutions will furthermore be a great asset for The Bridge Assisted Learning School. The school community eagerly looks forward to this next chapter, confident its new principal will lead it to new levels of excellence and innovation.

December 5, 2023

REASONABLE EXPECTATIONS

It’s easy to say that you must have reasonable expectations of your child, but what is “reasonable”? In this day and age and particularly in South Africa, we have been conditioned to believe that there is only one path to success, and that our children need to have academic talents at all cost. But not all of us are programmed to fit into the imposed mould, nor should we be. The human brain has natural variations. Many learning difficulties (in a traditional education system) are as a result of these neurological differences. However, society is coming to realise that ADHD, Autism, Dyslexia and more, are not defects or disorders but are natural variations of the human brain. Neurodiverse individuals may have unique ways of thinking, learning and processing information. Traditionally, neurodiversity has been looked at in the framework of a medical model. This is a deficit model, assessing what is not ‘normal’ or typical, and going about trying to replace that deficit. There is now a move towards viewing neurodivergent (and all children) through a more psycho-social lens, focussing rather on the individual with their own profile of strengths and challenges. Through this lens we are better able to understand our children as individuals and feed their talents while understanding that their contribution to the world may not take the traditionally dictated form. Medical evaluations and therapeutic assessments still provide valuable information, allowing us to work as a team to approach how best to nurture the child in our care. Team collaboration is essential. It determines where to focus intervention and plans strategies to implement for adapting and accommodating educational input, giving the child an equal opportunity to learn as any other. E.g., If a child cannot read despite schooling and therapeutic input, they may be diagnosed with dyslexia. This diagnosis is essential, not to condemn a child into a world without literacy, but rather to mobilize the team involved to activate methods, other than only reading, to facilitate learning. Intervention may still involve developing literacy as far as possible, but the more impactful intervention would be introducing compensatory strategies like using technology to assist with reading or ensuring that there are accommodations for school testing. Reasonable expectations can only be achieved with observation and continuous evaluation of what strategies work for the child. E.g., If a child is autistic and battles with communication, a teacher would need to continuously assess the tasks being assigned (group work vs individual etc.) so as not to disadvantage the learner. Behaviour and progress are naturally monitored to determine the efficacy of the strategies put in place. When interventions are optimal, to ensure every opportunity is being given for learning to happen, it is possible to identify areas of strength, and potential areas of significant delay, both of which should be addressed. If accommodations are made and the learner is still unable to meet the requirements of the curriculum, then a different learning path may need to be considered. Parents play a significant role in a child’s overall development and academic achievements. Setting realistic and achievable goals fosters a positive learning environment, reduces stress and promotes healthy wellbeing, where children feel supported and are encouraged to explore their potential without fear of failure. Confidence and self-worth are directly related to experienced success which also leads to a positive cycle of motivation and achievement in life-long learning. Every child is unique, and their academic journeys may vary. Fostering curiosity, creativity and personal development are vital to encouraging a love of learning. However, an understanding of learning potential should not be limited to an academic framework. There are numerous avenues of learning that take place throughout development including physical, psychosocial, and cognitive development. Cognition is the acquisition, processing, storage and use of information and allows individuals to understand the world, solve problems, make decisions and to interact effectively with their environment. Cognitive development is not restricted to academic education. If a child is not coping in an academic setting despite accommodations and adaptations, non-academic education may be an option. Non-academic learning refers to skills not typically associated with formal academic settings. It encompasses a wide range of practical knowledge, vocational and personal skills. Academic and vocational education are distinct types of learning that differ in terms of content/curriculum, focus, training and ultimate goals, however both address the development of cognition in the learner. Whether learning takes place in an academic or non-academic format, there are helpful and potentially harmful considerations to be had. When content and method of learning are challenging but not inappropriate, developmental and not unreasonable, graded but not anxiety provoking and motivating or interest related not prompting recurring unwanted behaviours, academic expectations of your child are more likely to reasonable and attainable. To make sure your expectations are reasonable, there are a number of things a parent can do. Work with your team – it’s a process. Be consistent in your execution of agreed upon strategies. Restrain your frustration – it causes anxiety in your child. Recognise limitations – but challenge appropriately. Use your child’s passions for progress. Be open to suggestions. Celebrate the child you have, with all their gifts and challenges. You know your child better than anyone – be a part of the team. Written by: Dana Altini

December 5, 2023

THE WONDER THAT IS AUTISM

Autism, is currently referred to as Autism Spectrum Disorder (ASD) although people with ASD themselves consider Autism a neurodiversity rather than a disorder. Almost 2% of the world’s population is diagnosed as being on the Autistic spectrum. “Spectrum” because some people appear to be mildly affected and others profoundly so. Since each person is an individual and presents differently, the diagnostic process involves a number of professional assessments to identify strengths and areas of difficulty. Neurodiversity is not anyone’s fault and the causes of Autism are continuously being researched. There is no link whatsoever with vaccine treatments and the diagnosis of ASD. There does appear to be a genetic link, but the genes are not necessarily passed down from parents, since some genetic differences occur spontaneously. Autism can be understood from a medical perspective, as a condition with symptoms that can be improved but not cured, or from a more relevant social perspective, as an alternate way in which the world is experienced. It is not a sign that a person is ‘stupid’, defiant, sick, selfish, crazy, flawed or weird. All people are unique and that is why there are a number of professionals involved in the diagnosis. Paediatricians are perfectly positioned to follow a child’s developmental progress and although Autism isn’t fixed and changes over time, they may be the first professionals who detect neurodiversity in a child. Often paediatricians will refer their patients to other professionals if they detect a difference or delay in the child’s development. Parents can be overwhelmed by the process and feel isolated, but it’s important to remember that this team of professionals is there to support the entire family. Parents may also benefit from speaking to other parents in similar situations. A psychiatrist may assist with high levels of anxiety, attention difficulties, poor sleeping patterns, worries and extreme emotional fluctuations commonly experienced in Autism. There is no medical cure for Autism however prescribed medication is often helpful in reducing these difficulties. A psychiatrist will often refer their patients with Autism to a psychologist, to facilitate an understanding of Autism with the whole family and assist them to address difficulties with acceptance, emotional responses, behaviour and self-expression. People with Autism DO feel emotion and empathy but may battle to communicate those feelings. Psychologists are often also responsible for administering educational testing, to determine existing academic levels and potentials, for correct school placement. Success at school is largely dependent on the learner’s innate cognitive ability boosted by a support team and up-skilled educators. People with Autism often experience the sensory information in their environments differently to the way in which neurotypical people do. This has an impact on the way they behave in different environments and situations, as well as on their emotional resilience and well-being. This is why extremely picky eating; a strong need for predictability and structure; and specific skill sets and interests are often associated with Autism. Occupational therapists are a vital element in the team supporting children with Autism in this regard. The way in which sensory information is processed can fluctuate throughout the day, as well as from one situation to the next. Common responses for children with Autism include either “shutting down” and withdrawing from or avoiding engagement, or “melting down” and having temper tantrums or emotional outbursts and parents and teachers should understand and support this necessary ‘escape’. Neither of these is misbehaviour, but rather an instinctive response to the environment and the way in which sensory stimuli are being perceived. e.g. in a noisy chaotic place, noise reducing earphones may minimise the overload. The use of Ayres Sensory Integration® in occupation- al therapy sessions goes a long way to helping children and adults with their ability to process the sensory information in their environments, thereby facilitating optimal function in daily activities whether they be daily hygiene activities, learning/ work activities and/or social activities. A visual schedule at home and school is helpful for the child to anticipate what is coming during the day since people with Autism like predictability and structure and are thrown by unexpected changes in their routine. Occupational therapists can also provide support with motor and visual-perceptual development should this be required. Communication is another significant aspect to consider in the diagnosis of Autism. A speech therapist will support the development of communication skills for developing and maintaining relationships. Often more subtle aspects of communication are missed by a communication partner with Autism e.g sarcasm, facial expression, body language and tone of voice, leaving the person with ASD confused and excluded. While they may be able to define sarcasm for example, they may not realise when it is being used. Parents and teachers may need to point out social cues that have been missed. Fluctuating auditory perception and difficulty starting, maintaining and following a conversation can lead to communication breakdown. This is not necessarily related to the child’s understanding of the topic of conversation so rewording may be necessary. Learners with Autism favour facts and brevity over figurative and inferential information, impacting on academic comprehension and output, and social interaction. People with Autism are not deliberately rude but are to the point, often without an awareness of how their communication is perceived so it may be beneficial to discuss the effect of their own communication on others. Social norms are not always innate in neurodivergent children and adults. They may incessantly discuss a subject of their own interest and pay no attention to their conversation partner’s interest or disinterest in what is being said. Reciprocity in conversation may also be limited, leaving the listener with a sense of frustration and annoyance, shutting down opportunities for socialisation and relationship building. A speech therapist would encourage awareness and understanding of communication behaviours to minimise linguistic, social and emotional misunderstandings. Academic support teachers are the touchstone between learners with Autism, their specialist team and the school setting. They facilitate recommendations from the team to the school and vice versa to maximise the learning potential and happiness

November 14, 2023

MOVING FORWARD WHEN MAINSTREAM SCHOOLING IS NOT AN OPTION

Choosing the best school for your child is one of the most important decisions a parent must make. This decision, while exciting, can also be a daunting and pivotal moment for both you and your child, and is a deeply personal one. It involves the exploration of your child’s passions and potential. While academic excellence is often a significant factor in the decision-making, parents must also consider the importance of a school’s values, its commitment to fostering a safe and inclusive community, and its ability to support your child’s social and emotional development. The ideal school is a place where children can flourish and grow as well-rounded individuals. It is, therefore, essential to embark on this journey of choice with a clear understanding of your child’s individual needs, strengths, and aspirations. And this is particularly the case for parents of neurodivergent children with unique needs. Including a child with specific educational need in a regular classroom alongside their typically developing peers, is not always the best option for every child. Parents may come to the realisation that their child would be better served in a different educational setting. If that is the case, this is a decision that requires time, research, and open communication with your child. Here are some tips for parents on dealing with this realisation and the process to follow to determine what school would suit their child: Accept Your Child’s Unique Needs: Recognise that every child is unique, and what works for one child may not work for another. Accepting your child’s unique needs without judgment is the first step in making the right educational choice for them. Consult with Professionals: Seek input from educational professionals, such as teachers, school counsellors, and therapists. They can provide valuable insights into your child’s specific needs and help you explore a neurodiverse schooling option. Evaluate Your Child’s Strengths and Challenges: Conduct a comprehensive assessment of your child’s strengths, challenges, and learning style. Understanding your child’s specific needs will guide your decision-making process. Visit Schools: Schedule visits to potential schools to get a feel for the environment, meet teachers, and observe classes. Pay attention to how the school accommodates children with similar needs to your child. Talk to Other Parents: Connect with other parents who have children with similar needs. They can provide valuable insights and recommendations based on their experiences. Transition Planning: If your child is currently in a traditional mainstream school, work with the school and professionals to create a transition plan that ensures a smooth move to the new educational setting. Stay Informed: Continuously educate yourself about your child’s specific needs and the educational options available to them. Trust Your Instincts: Ultimately, trust your instincts as a parent. You know your child best, and your goal is to provide them with the best possible education and support. At The Bridge Assisted Learning School we follow a neurodiverse perspective that is tailored to the individual needs of each student. Our Neurodiverse approach recognises that students learn and acquire information differently and we create unique learning paths to lead our students to success, starting from Grade R to Grade 12. Remember that the decision to move away from traditional mainstreaming is not a sign of failure but rather a proactive step to ensure your child receives the education and support they need to thrive. By Renie Sutherland, Principal: The Bridge Assisted Learning School Morningside

November 3, 2023

The benefits of getting an official diagnosis

Getting an official diagnosis can be your first step toward supporting your child’s development and well-being. Here are just a few of the benefits that come with having a documented need: Access to Therapies: Oftentimes insurance will not cover therapy if the child does not have a diagnosis that warrants it. With an official diagnosis, you may be able to receive financial help or insurance coverage for services. Access to Accommodations: When a child is diagnosed with a learning disability, autism, or another condition, they can receive access to accommodations tailored to their specific needs. They may have preferential seating, more time to take tests, built in breaks, or more structured notes or instruction. These resources are often not available unless they have a documented need for them. Improved Understanding: Realizing that your child does have special needs can help you as a parent to improve your relationship with them. You can learn more effective ways of interacting, supporting their development, communicating, and building connections. Their communication, behaviour, challenges, and strengths can become less of a mystery because you have a better idea of what is behind them. Improved Support: Once you understand the challenges that your child is facing, you can be more proactive in getting them the support and services they need to be successful. SARS Tax benefits: If your child has a disability that has been confirmed by a registered medical practitioner by way of an ITR-DD form, you can claim 33,3% of the qualifying out-of-pocket medical expenses (which includes disability related expenses), paid by you (and not recoverable) during the relevant year of assessment. In terms of the law, SARS must prescribe a list of physical impairment or disability expenses which, in addition to other qualifying medical expenses, may be claimed in consequence of any physical disability suffered by your child. By Charleen Crous and Sonelle Gerneke A parents perspective We were not looking for a diagnosis, just some guidance. We had no idea there was a diagnosis-there was nothing glaringly wrong. But one small word, after some tears and sadness, unlocked a pathway to understanding and getting to know my son. I saw that my well-intended brand of discipline, nutrition, socialization and even holiday plans were all putting up barriers that caused more harm than good. Obstacles, not enrichment for our family. Once I understood my child’s neurological differences, I saw an entirely different little human, admirably tackling a neurotypical world, not a child needing to yield to my understanding of what should be. His diagnosis made all the difference. Dana Altini (Mother and Clinician)

November 2, 2023

WHAT ARE THE 8 SYMPTOMS OF ADHD?

Affinity Health, a leading provider of high-quality health cover, highlights eight symptoms of ADHD and emphasises the importance of early detection and intervention for enhanced quality of life. “ADHD, although common, remains misunderstood,” says Murray Hewlett, CEO of Affinity Health. “Recognising key symptoms of this condition is the first step toward seeking professional consultation and getting the necessary support a child needs to improve academic achievements, relationships, and overall well-being.” What is ADHD? Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurological condition characterised by persistent inattention and hyperactivity-impulsivity that interferes with daily functioning. Contrary to misconceptions, ADHD does not result from poor parenting or lack of discipline. Instead, it’s often rooted in genetics and brain structure. While the exact prevalence of ADHD in South Africa varies, some estimates suggest that ADHD affects around 5-10% of South African children, most of whom are diagnosed before age 12. Still, a diagnosis can be made as early as four years old. Many individuals diagnosed with ADHD in childhood continue to experience symptoms into adulthood. However, the way these symptoms manifest can change over time. The Eight Key Symptoms of ADHD The key symptoms of ADHD in children include the following: Short focus: Children with ADHD often find it particularly challenging to concentrate on uninteresting or mundane tasks. While anyone can get bored, those with ADHD might struggle even more with functions that don’t stimulate them. Over-activity in various forms: This isn’t just about physical movement. While many think of hyperactivity as constant fidgeting or running about, it can manifest as talking excessively or having heightened emotional reactions. Impulsivity: This involves making hasty decisions without considering the consequences. For instance, a child with ADHD might interrupt conversations, make impromptu decisions, or jump into activities without much forethought. Disorganisation and forgetfulness: They might need help keeping their bedroom tidy, remembering where they put their toys, or determining how to tackle tasks. Time management struggles: Often dubbed ‘time blindness,’ it refers to the difficulty in judging how much time a task will take, leading to frequent lateness or last-minute rushes regarding school tasks such as homework. Mood swings: Rapid and intense emotional shifts can occur in a child with ADHD. A minor disappointment might lead to significant distress, or a small success can lead to immense joy. A tendency to procrastinate: Even if they intend to get started on a task, a child with ADHD might find themselves consistently putting it off, often due to feeling overwhelmed or unsure of how to begin. Distractibility: Even with the best intentions, children with ADHD can easily be sidetracked by minor interruptions, background noise, or their thoughts. Diagnosis of ADHD As there’s no one test for ADHD – and its symptoms can be similar to other issues like sleep disorders or anxiety – a psychologist, psychiatrist, or even a paediatrician might consult not only with the child but also with parents, teachers, and others who interact with the child to understand their behaviour in various situations. Treatment of ADHD Treatment for ADHD often involves a combination of interventions tailored to the child’s needs. This may include: Medication: Stimulants are the most commonly prescribed medications for ADHD. They help increase the brain chemicals dopamine and norepinephrine, which play essential roles in thinking and attention. Non-stimulant medications are alternatives for those who don’t respond to stimulants or experience side effects. Cognitive Behavioural Therapy (CTP): CPT provides support, feedback, and strategies to address specific challenges and behaviours. It can help a child with ADHD develop organisational skills, improve time management, and establish positive habits. Psychoeducation: Understanding ADHD can be empowering. Being educated about the condition helps individuals and their families cope better. Psychotherapy/counselling: This can help children with ADHD deal with frustrations, boost self-esteem, cope with any emotional issues, and assist parents in better managing a child with ADHD. Lifestyle changes: Regular physical activity, proper sleep, and a balanced diet can help manage symptoms. Social skills training: This can be beneficial for children to improve their interpersonal relationships and social interactions. Support groups: Connecting with others facing similar challenges can offer emotional support and shared strategies. “It’s crucial to note that what works for one person might not work for another,” adds Hewlett. “Regular follow-ups and adjustments to the treatment plan are often required. Collaboration among healthcare professionals, therapists, teachers, parents, and individuals with ADHD is essential for optimal outcomes.” About Affinity Health Affinity Health is South Africa’s leading health cover provider, offering you a range of options at affordable rates, including access to the widest national provider network. We understand the importance of having medical insurance that meets your needs, budget, and lifestyle. Our healthcare products are designed to protect you and your family when it matters the most. We strive to give our clients peace of mind and the highest standard of service. For more information, follow us on Facebook, Twitter, and Instagram.

November 2, 2023

Does your child have Visual Perception challenges?

Visual perception is a fundamental aspect of human experience. It is the brain’s ability to make sense of what the eyes see. It allows us the ability to interpret, filter, organise and make sense of the world around us, from recognising faces, to reading words, to judging distances and perceiving colours. During development, good visual perceptual skills are important and make up part of the foundation of learning. Difficulty with visual perceptual skills can lead to problems with learning. In this article we explore what visual perception is, the various aspects of it and highlight some key red flags that parents should be aware of. Visual perception can be divided into the following complex processes: Visual Memory – Record and store information to be recalled and accessed later. Red flags that indicate challenges with Visual Memory include: Recalling site words Spelling – especially remembering how words are spelled Reading fluidly – each word read seems brand new Writing – recalling letter formation Drawing – remembering what an item is supposed to look like from past experiences Math skills – remembering how the problem is supposed to look, graphing, or using a calculator Completing life skills such as following a recipe, reading a map, shopping, using the internet, and typing Visual Sequential Memory – Similar to visual memory but helps us remember and recognise people, places we have been, and a series of events, equations, and procedures. This helps us to work through, plan and prepare for our days, and to access necessary stored information for engagement with all our daily tasks. Red flags that indicate challenges with Visual Sequential Memory are the same as for Visual memory. Form Constancy – Distinguish one shape from another which is similar. This can include difference in size, colour, or shape. For example, the difference between b and d. Red flags that indicate challenges with Form Constancy include: Difficulty completing worksheets/puzzles, and sorting items that are slightly different Slow or delayed learning to read, especially with different fonts, or writing styles Unable to effectively read other people’s handwriting Figure Ground – Filter, sort and extract the most important information from a busy background, which is important when organising your environment, including your room, your workspace, your work book etc. Red flags that indicate challenges with Figure Ground include: Difficulty locating objects in competing environments such as a drawer, folder, or crowd Loses their place when reading, copying from the board, or writing from a model Struggles to find personal items in a crowded space Slow to complete work Unable to effectively sort items from a large pile Spatial Relations – Process and organise visual information from our environment and decipher where it is in relation to ourselves. Spatial relations include laterality and directionality. Laterality is the ability to distinguish between left and right on oneself. Directionality is telling the difference between right and left on objects or someone else. Red flags that indicate challenges with Spatial Relations include: Knowing their left and right Reading similar letters such as b/d p/q without errors Forming letters/numbers correctly Following directions involving space, such as “go right” Moving around their environment without bumping into objects Learning social skills involving body language and spatial distance from others Copying written work, staying inside the lines, or writing within certain confines Completing puzzles – knowing which way to place a piece Visual Closure – Detect, differentiate, select, draw conclusions, and understand information when we are only given certain pieces of information, rather than the entire account, story or explanation. Red flags that indicate challenges with Visual Closure include: Difficulty completing puzzles Challenges with dot-to-dot activities Refusal to engage in tasks such as puzzles, dot-to-dot and colouring activities Slow reading fluency Visual Discrimination – Identify detail, determine similarities and differences in shape, colour, position, and orientation. The other six skills require some level of visual discrimination. Red flags that indicate challenges with Visual Discrimination include: Difficulty sorting similar items such as coins, socks, silverware, especially those with subtle differences Difficulty effectively read maps Challenges with reading words that are similar such as “cat” and “cap” Difficulty completing puzzles or spot the difference pages Visual Motor Integration – Integrate the visual information received in the brain with fine motor skills. It involves interpreting and responding to visual information accurately and effectively, typically using precise motor movements. Red flags that indicate challenges with Visual Motor Intergation include: Difficulty with fine motor skills Messy handwriting Poor hand eye co-ordination Inaccurate cutting Avoidance of activities Difficulty with spatial awareness Visual Attention – Attend to visual information, while filtering out unnecessary details. Red flags that indicate challenges with Visual Attention include: Bumping into things, clumsy movements Not being able to find items Difficulty with reading and writing What If my child has poor Visual Perception? If your child has poor visual perceptual skills, this can affect their participation in daily tasks and specifically in their school environment with reading, writing, organisation, and other executive functioning skills. Visual perception plays a crucial role in a child’s development and learning. Whilst some variations in visual development are normal, parents/care givers and teachers/therapists should be attentive to red flags that may indicate potential issues. If you notice any red flags in your child’s visual development, it is essential to consult with an eye care professional such as a Behavioural Optometrist for a comprehensive assessment of the eye and its behavioural response to its environment. An Occupational Therapist, a Remedial Therapist or an Educational Psychologist can carry out the necessary assessments to determine the areas where your child is struggling and is able to provide appropriate assistance where necessary. Early detection and intervention can make a significant difference in a child’s visual development and overall well-being. Written by Nicky Forssman – Occupational Therapist Glenoaks School

October 30, 2023

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