Advice from the experts
The Bridge Assisted Learning School

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
The Bridge Assisted Learning School

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
Glenoaks Remedial and Special Needs School

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
Glenoaks Remedial and Special Needs School

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
The Bridge Assisted Learning School

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
Glenoaks Remedial and Special Needs School

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
Parenting Hub

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
Glenoaks Remedial and Special Needs School

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
Parenting Hub

Understanding Irlen Syndrome

In 2017, I attended a course on Irlen Syndrome. During this course, I came to realize that I might also be dealing with Irlen Syndrome. This perceptual processing disorder profoundly influences how individuals process and interpret visual information, primarily affecting their ability to understand visual stimuli. People with Irlen Syndrome often experience visual discomfort and distortion, particularly when engaging in activities such as reading or working with text. Common Symptoms Include: Diagnosis If you suspect that your child may have Irlen Syndrome, it is crucial to consult a professional for a proper evaluation. An Irlen Syndrome assessment involves a series of specialized tests conducted by a trained practitioner. These tests aim to identify specific visual stress patterns and their impact on reading and daily activities. Interventions and Support Once diagnosed, there are various strategies and interventions that can help children with Irlen Syndrome:   Irlen Syndrome can significantly impact a child’s ability to read and learn comfortably. However, with early recognition and appropriate interventions, children with Irlen Syndrome can overcome these challenges and thrive academically and socially. If you would like to learn more about Irlen Syndrome or suspect that your child might have it, please feel free to contact Glenoaks School, and they will connect you with the appropriate person for further assistance. “I am an open book, I am just difficult to read.” Written by Sharleen Oberholzer – Remedial Teacher Glenoaks School

October 10, 2023
Glenoaks Remedial and Special Needs School

When the World is Not Making Sense: Navigating Sensory Processing Challenges with Our Children

Parenting is a remarkable journey filled with the joy of witnessing your child’s growth and development. One aspect of this is sensory development as children learn to engage and interact with the world around them. However, for some children, particularly those who face sensory processing difficulties, this journey comes with unique challenges. These challenges become even more intricate when they co-occur with instances of neurodivergence, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Specific Learning Disorder (e.g. Dyslexia), among others. Sensory processing is the intricate process through which the nervous system receives, interprets, and responds to sensory information from the environment. A well-regulated sensory system allows children to effectively engage with their surroundings. However, some children may experience sensory dysregulation which can lead to challenges in daily activities, interactions and learning. By recognising the signs that your child is veering toward sensory dysregulation, a proactive approach can be taken to help them effectively navigate sensory challenges and achieve a greater sense of well-being and success.  The Complex Interplay: Sensory Processing and Co-Occurring Conditions Children with neurodivergent conditions often experience sensory processing difficulties at a higher frequency compared to their neurotypical peers. The intricate interplay between their unique neurological wiring and sensory processing systems can result in heightened sensitivities, challenges in sensory modulation, and difficulties in effectively interpreting and responding to sensory stimuli. Many autistic individuals experience sensory processing difficulties, which can be described as either hypersensitive (over-responsive) or hyposensitive (under-responsive) to sensory input. They may become overwhelmed by sensory stimuli and have heightened sensitivities to lights, sounds and textures. Children who are under-responsive may not react strongly to sensory input. They might appear indifferent to pain, have a high tolerance for extreme temperatures, or seem unaware of their surroundings. In both instances children may engage in repetitive sensory-seeking behaviours. These challenges can impact social interactions, communication, and behaviour regulation. Children with ADHD may struggle with sensory regulation that leads to increased distractibility, impulsivity, and difficulty focusing. Sensory dysregulation can contribute to difficulties in maintaining attention and organisation, as well as challenges in managing emotions and behaviours. While dyslexia primarily affects reading and language processing, it can also co-occur with sensory processing challenges. Children with dyslexia may have difficulties with auditory and visual processing, which can impact their ability to recognize and decode words accurately. Sensory dysregulation can exacerbate stress and anxiety related to reading tasks. Signs of Sensory Dysregulation Recognising signs of sensory dysregulation in children is a vital step toward providing support. These signs may include: ïSocial challenges: Children may distance themselves from their peers or opt out of group activities as a result of feeling overwhelmed by sensory stimuli. They may try to initiate play or engage in games in ways that are misunderstood by their peers, potentially leading to negative reactions (e.g. play that is rougher than intended). Additionally, they may misinterpret social cues, leading to misunderstandings.  ïImpulsivity and inattention: Behaviour may become increasingly impulsive and disorganised as dysregulation starts to manifest. This may result in conflict with others in the environment. The child’s capacity to maintain focus and attention on tasks or activities might diminish, impacting their participation and engagement. ïCommunication difficulties: Sensory overload can cause communication breakdowns. Children experiencing sensory dysregulation may exhibit irritability, anxiety, or feelings of being overwhelmed, hindering their ability to effectively communicate. This may impede their ability to engage in effective and coherent communication with peers, educators and family members.   ïBehavioural dysregulation: Children experiencing sensory processing difficulties are susceptible to mood swings, meltdowns, and difficulties managing emotions. Precursors to this might manifest as increased restlessness, heightened irritability, physical discomfort (e.g. headache; tummy ache) and heightened emotional sensitivity.  Practical Strategies for Promoting Sensory Regulation Parents play a pivotal role in helping children regulate their sensory experiences. Some strategies to consider include:  ïA sensory-friendly space: create a calming and organised space where your child can retreat when feeling overwhelmed. Dim lighting, soft textures, soothing colours, reduced noise and fidget toys provide regulating input to the sensory system.   ïDeep pressure and movement: Activities that offer deep pressure or resistance to movement can help regulate the tactile and proprioceptive systems. Examples of these activities include digging in a sandpit, crawling, squeezing (dough; stress ball; theraputty), stretching (theraband; body stretches) and climbing. Activities that involve rhythmic movements, like swinging, jumping on a trampoline or bouncing on a therapy ball provide regulating, vestibular input.  ïPredictability and routine: Establishing consistent daily routines provides a sense of predictability and stability for your child. Visual schedules and timers can help your child anticipate transitions and activities. ïSensory breaks: Teach your child techniques for self-regulation, such as deep breathing, mindfulness exercises, or simple stretches. Encourage breaks in a quiet, calming space when your child begins to show signs of dysregulation. ïBreak tasks down: Break down challenging tasks into smaller, manageable segments to reduce sensory overload and frustration. ïEncourage your child to engage in activities that align with their sensory preferences, promoting self-awareness and self-regulation. This can be done with an occupational therapist specialised in sensory processing who can develop an individualised sensory diet to address your child’s specific needs.  ïShare the strategies that work and collaborate with other people in your child’s life so that sensory challenges can be successfully managed in all contexts.  Sensory processing and regulation are fundamental aspects of a child’s development that significantly influence their ability to navigate and interact with the world around them. By understanding the signs of sensory dysregulation and implementing effective strategies, you can help your child develop the necessary skills to manage sensory experiences and thrive in various environments. Remember that every child is unique, and the journey towards sensory regulation may require patience, flexibility, and ongoing support. A collaborative approach involving parents, educators, therapists, and medical professionals can empower your child to develop effective sensory processing skills and thrive despite their challenges. Your dedication and advocacy as a parent contribute significantly to your child’s well-being and future success. Written by Julia Hutcheon – Occupational

September 19, 2023
Glenoaks Remedial and Special Needs School

DOES YOUR CHILD NEED REMEDIAL THERAPY

Empowering Your Child’s Learning Journey: Recognising the Need for Academic Learner Support (Remedial Therapy) Every child’s learning journey is unique, and as parents, we play a crucial role in nurturing their academic growth and development. However, some children may face challenges that require specialised support to reach their full potential. In South Africa, academic learner support, commonly known as remedial therapy, is an invaluable resource that can empower children to overcome obstacles and excel in their studies. In this article, we will explore key indicators that can help parents recognise when their child may benefit from academic learner support. Persistent Academic Struggles: If your child consistently faces difficulties in their schoolwork, whether it’s understanding key concepts, completing assignments, or achieving satisfactory grades, it may be time to consider academic learner support. Remedial therapy can provide targeted interventions to address learning gaps and build a strong foundation for future success. Reading and Writing Challenges: Struggling with reading, writing, or spelling can be signs of learning differences like dyslexia. Academic learner support offers specialised techniques and resources to help children with dyslexia and other related challenges to improve their literacy skills and confidence. Mathematics Frustrations: If your child finds math concepts confusing or demonstrates anxiety towards mathematics, it may indicate a need for extra support. Remedial therapists use tailored approaches to help children grasp mathematical concepts and develop problem-solving skills. Attention and Concentration Issues: Children experiencing difficulty focusing, maintaining attention, or completing tasks may have attention-related challenges. Remedial therapy can equip them with strategies to improve focus, executive functioning, and overall academic performance. Low Self-Esteem and Motivation: Academic struggles can take a toll on a child’s self-esteem and motivation. If your child expresses feelings of inadequacy or disinterest in school, seeking academic learner support can foster a positive learning environment, reignite their passion for learning, and boost self-confidence. Uneven Academic Progress: A significant discrepancy between your child’s potential and actual academic performance might indicate the need for additional support. Remedial therapy can identify and address the root causes of these inconsistencies, helping your child achieve a more balanced and fulfilling educational experience. Learning Disabilities or Disorders:  If your child has been diagnosed with a specific learning disability or disorder, such as dyslexia, dysgraphia, ADHD, or autism spectrum disorder, a remedial therapist with expertise in that area can provide targeted interventions. Teacher or Professional Recommendations:  If teachers, school psychologists, or other professionals express concerns about your child’s academic or developmental progress, it might be a good time to consider consulting a remedial therapist. As parents, our ultimate goal is to provide the best possible opportunities for our children’s academic and personal growth. Recognising the signs that your child may benefit from academic learner support (remedial therapy) can be a game-changer for their education journey. By seeking early intervention and partnering with a reputable school offering these specialised services, parents can empower their children to overcome challenges and unlock their full potential. At Glenoaks School, we are committed to providing compassionate, evidence-based academic learner support to help every child thrive academically and embrace their unique strengths. Together, let’s pave the way for a brighter future for our children. Written by Sonelle Gerneke 

September 5, 2023
Glenoaks Remedial and Special Needs School

UNDERSTANDING AUTISM – EMBRACING NEURODIVERSITY

Autism, commonly known as Autism Spectrum Disorder (ASD), is not merely a disorder but a celebration of neurodiversity. Affecting nearly 2% of the global population, Autism manifests uniquely in each individual, presenting a spectrum of experiences from mild to profound. Through collaborative efforts from a team of professionals at Glenoaks Remedial and Vocational School, we strive to support and uplift individuals with Autism and their families, recognising their diverse strengths and challenges. In this article we briefly explore ASD in terms of sensory processing, communication, academic support, social interactions, and the need to embrace neurodiversity, creating a world that cherishes and values every unique individual. Definition: Autism Spectrum Disorder (ASD) is a neurodiversity, not a disorder, affecting almost 2% of the global population. Diagnosis: ASD presents differently in each individual, requiring professional assessments to identify strengths and challenges. Causes: The causes of Autism are still being researched, but there is no link to vaccines. Genetic factors play a role, but genes may not be inherited. Medical vs. Social Perspective: Autism can be viewed medically as a condition with manageable symptoms or socially as an alternate way of experiencing the world. Early Detection: Paediatricians are often the first to identify neurodiversity in children, leading to referrals to a team of professionals for support. Treatment: While there is no cure for Autism, medication may help manage anxiety and other difficulties associated with ASD. Sensory Processing: People with Autism process sensory information differently, leading to specific behaviors and needs. Occupational therapists play a vital role in supporting sensory processing. Communication: Speech therapists assist in developing communication skills and understanding social cues, as people with Autism may struggle with subtle aspects of communication. Academic Support: Learners with Autism benefit from academic accommodations and support in school to maximize their learning potential and happiness. Social Challenges: People with Autism may have difficulty understanding social norms and reciprocal conversations. Speech therapists, Occupational therapists and psychologists can help improve social interaction skills. Advocacy: Individuals with Autism and their families are strong advocates for neurodiversity and should be recognized as important voices in destigmatizing Autism. Embracing Neurodiversity: Each person with Autism has unique skills and challenges, requiring individualized support for a happy and fulfilling life. Every person on the spectrum contributes an essential piece to the beautiful tapestry of humanity. By fostering understanding, empathy, and inclusive support, we can ensure that individuals with Autism thrive and flourish in a world that appreciates their unique abilities. Let us stand together as advocates for Autism, breaking down barriers, and embracing neurodiversity with open hearts and minds.  Written by Julia Wood – Head of Oak House Vocational Academy – Glenoaks School

August 22, 2023
Glenoaks Remedial and Special Needs School

Breaking Barriers: Challenging the Stigma of Vocational Education for Neurodiverse Learners

The perception of vocational education for neurodiverse learners can vary significantly across different societies and cultures. However, there are several potential reasons why vocational education for neurodiverse learners might have faced negative stigma in some places: Stereotypes and Misunderstandings: There is often a lack of awareness and understanding of neurodiversity and the unique strengths and challenges that neurodiverse individuals may have. This can lead to stereotypes and misconceptions, such as assuming that neurodiverse individuals are not capable of pursuing higher education or certain career paths. Social Stigma: Society can stigmatise individuals with learning differences, leading to prejudices and discrimination. This can manifest in various ways, including limited opportunities, negative attitudes, and exclusion from certain educational and career paths. Traditional Education System Bias: The education system in many places is primarily geared towards a one-size-fits-all approach, which may not adequately accommodate the diverse learning styles and needs of neurodiverse individuals. This can result in neurodiverse learners facing challenges and feeling like they do not fit into the traditional academic mold. Focus on Academic Excellence: In some cultures, there is an overemphasis on academic excellence and pursuing higher education at prestigious institutions. Vocational education, on the other hand, may be perceived as a less desirable option, leading to the marginalisation of those who choose alternative paths. Lack of Support and Resources: Neurodiverse learners may not always receive the necessary support and accommodations in educational settings, making it difficult for them to thrive academically. This can reinforce the belief that vocational education is their only viable option. Career Opportunities: Some vocational careers may be associated with lower social status or perceived as less intellectually challenging. As a result, neurodiverse learners who choose vocational paths might face judgment or negative assumptions about their capabilities. Limited Awareness of Vocational Options: The range of vocational opportunities available to neurodiverse learners may not always be well-known or well-promoted. As a result, individuals and their families may not consider vocational education as a viable and fulfilling option. Addressing the negative stigma surrounding vocational education for neurodiverse learners requires a multi-faceted approach, including increasing awareness and understanding of neurodiversity, providing better support and accommodations in educational settings, promoting diverse career paths, and challenging stereotypes about vocational education. Emphasising the value and success stories of neurodiverse individuals in vocational fields can also help change perceptions and attitudes. At Oak House Vocational Academy, a division of Glenoaks School, our neurodivergent learners are exposed to the concept of work from the beginning of their journey with us. Younger learners participate in internal contract or project-based work, and older learners benefit from external work experience placements aligned to their strengths, abilities, and areas of interest, culminating in years of work experience, and often a part-time or full-time job by the time they graduate. Learners are exposed to several vocational subjects including Administration, Computers, Hospitality, Gardening, Crafts and Enterprise. These subjects are integrated with each other and based on a business model. Learners gain insight into the purpose of work and completing a job or project. They are challenged to understand the ‘bigger picture’ and the importance of every role in a business. In many of these subjects learners produce products to sell, which provides tangible opportunities to internalise valuable vocational skills. Despite the negative stigma often associated with this type of education, we at Glenoaks believe that it is one of the most successful ways to integrate neurodiverse learners into society and the workplace.  Written by Julia Wood – Head of Oak House Vocational Academy – Glenoaks School  

August 8, 2023
Parenting Hub

DYSCALCULIA: RECOGNISING AND COUNTERING ITS IMPACT ON MATHS LEARNING IN SA

While it is not uncommon for South African school students to struggle with Mathematics during their educational journeys, more awareness is needed about a learning disorder called Dyscalculia, to ensure that students who may be Dyscalculic are able to access the help they need timeously and effectively, an education expert says. Dyscalculia is a learning disorder that affects an individual’s ability to understand and manipulate numbers and mathematical concepts, in a way that is similar to how Dyslexia impacts reading. In South Africa, there is little awareness of Dyscalculia as a condition and, consequently, there is a lack of diagnostic and remedial resources for people with Dyscalculia to receive the support they require. Dr Lindiwe Mokotjo, Deputy Dean: Academic Development Support at IIE Rosebank College, a brand of The Independent Institute of Education, SA’s leading private higher education provider, says learners often find Mathematics challenging primarily due to preconceived notions about the subject based on interactions throughout their educational journey from a young age. “These negative perceptions often inform their overall attitude towards Mathematics, thereby creating a barrier to effective learning. Furthermore, I have observed a direct correlation between students’ failure rates and the existence of an information gap, which hinders their understanding of mathematical concepts taught in the classroom. These as well as other factors could induce Mathematics anxiety and Developmental Dyscalculia,” she notes. Dr Mokotjo says there is ongoing research which delves deeper into Dyscalculia globally, and to a limited extent, South Africa. It is postulated that Dyscalculia could be as prevalent as Dyslexia (estimated at between 5% and 10% of the population) and that its impact is equally critical.  Furthermore, there is a persistent global concern – and particularly so in South Africa – regarding the subpar performance of students in Mathematics generally. “There are several undeniable benefits in understanding numbers – benefits many take for granted. However, individuals with Dyscalculia are excluded from such basic advantages. Consequently, it can be argued that Dyscalculia extracts a financial cost from government and society, in addition to the personal cost for individuals,” she says. Recent research from the UK revealed that individuals with poor numeracy skills experienced several detrimental effects, including lower income levels, with its resultant impact on livelihoods, increased likelihood of illness and legal prosecution, and a greater need for educational intervention. The study estimated that the economic impact of low numeracy skills in the UK amounted to over 48 billion pounds Sterling. It raises the question regarding the corresponding impact in South Africa, which is arguably likely to come at an even higher cost. The big question is: How can students living with Dyscalculia be helped? An option for support is to seek the assistance of a Learning Specialist or Educational Psychologist. These professionals can provide an assessment to determine the presence and extent of the individual’s Dyscalculia and recommend appropriate accommodations and interventions. Some universities and schools may also have learning support centres that offer assistance to students. “In addition, there are various technological tools that can assist individuals with Dyscalculia. For an example, there are Math apps and software programmes which can provide visual representations of mathematical concepts, as well as tools that can read math problems aloud to the user. There are also assistive technologies such as calculators, abacuses as well as Active Learning Strategy as a teaching strategy that can assist with basic math understanding and calculations.” Dr Mokotjo notes it is important to understand that while Dyscalculia can pose challenges, it does not define an individual’s abilities or limit their potential. “With the right support and accommodations, individuals with Dyscalculia can succeed academically and in their daily lives. It is also important that individuals with Dyscalculia understand the condition and are able to advocate for themselves and seek the support they need to thrive.” Thus far, the exact prevalence of Dyscalculia in South Africa has not been determined. Studies on learning difficulties in South Africa have focused mainly on Dyslexia with comparatively little research on Dyscalculia. “It is therefore essential that more research is undertaken to better understand the prevalence of Dyscalculia in South Africa, and to develop effective strategies for identifying and supporting individuals with this condition.”

August 3, 2023
Glenoaks Remedial and Special Needs School

Social Skills for Neurodiverse Learners

At Glenoaks Remedial and Vocational School, we recognise that our neurodiverse learners’ differences are part of a natural variation that don’t need to be remediated or changed.  Our learners often find a sense of community with peers in the neurodivergent population.  We see that they start to form a sense of identity and independence when they find their comfortable space and place.   Our goal is to offer the opportunity for social interactions in an environment that is safe and encouraging.  The therapist’s role is to guide them when they veer off track or are unsure of what to say or do in a situation. The learners are assisted with practical strategies and experiences in different contexts to raise their awareness about their own interactions and how to interpret others.  Learners find that increasing social demands that require skills such as holding a two-way conversation, interacting in a team work situation, communicating via social media, or appropriate use of humour are sometimes challenging to manage.  They benefit from the support of their peers and therapist to develop these as well as their own self-identified goals such as setting verbal boundaries.  Every session focuses on the importance of non-verbal communication (body language), voice tone and facial expressions. We don’t force eye contact or spend time on abstract, generalised worksheets about typical social skills. Instead, learners often work in groups on real tasks to practice using non-verbal social skills in a meaningful way that best supports communication interactions.   Fostering executive function development is also an important focus of every session. We grow self-regulatory systems by building skills in team and work-based tasks such as: Perception, focus, and sustained attention Verbal and non-verbal working memory Inhibition, initiation and flexible thinking Self-monitoring, self-correction, and self-modulation Time sense, pacing and execution Anticipating, analysing, planning, organising and prioritizing At Oakhouse Vocational Academy, a division of Glenoaks School, learners are aiming to enter the open labour market and so our focus is on assisting them with social interactions that could occur in work contexts. We support them through their work experience journey and provide weekly sessions to touch base, reflect on and problem solve different examples of real social interactions. The learners share actual successes or challenges and are assisted in addressing these as a group.  Some examples of the topics discussed and practiced include: Appropriate greetings Giving accurate messages to individuals and groups Requesting information telephonically and via email Asking for directions Conversational skills (topic introduction, maintenance, and repair strategies) Having group discussions Setting up meetings Planning and prioritising tasks as a group Developing social skills for events such as dancing and playing games Appropriate interactions with peers A brain growth spurt occurs during adolescence, making this an optimal period for learning new skills. It is an important time when our Academy learners are especially sensitive to their experiences. To successfully manage the transition to independent working adults, all adolescents need more insight into what they are experiencing. They also need relevant and meaningful work and supportive guidance. Our teenagers really do benefit from graded opportunities for self-management and social interaction. We believe in the goals of self-advocacy, awareness of others, developing future thinking, and practicing strategies for communication repair in real time and different contexts.  As a parent of a neurodivergent child it is so important to regularly expose them to social situations which provide opportunities for them to learn and practice these very needed life skills. Written by Sairah Smith – Speech Therapist and Social Skills Educator at Glenoaks Remedial and Vocational School.

July 20, 2023
Glenoaks Remedial and Special Needs School

Cooking up a storm: How cooking helps individuals on the autism spectrum

At Glenoaks Remedial and Vocational School for Neurodiverse learners, Hospitality classes are an important part of the Vocational curriculum. Not only does this subject prepare our learners for possible work opportunities and more independence, but also provides unique opportunities for learners to develop important life and social skills.   Cooking can be a relaxing and enjoyable activity that brings people together. For individuals on the autism spectrum, cooking offers a variety of benefits beyond just a delicious meal. Cooking can help develop fine motor skills, increase independence, improve focus and attention, and provide a sense of accomplishment. Cooking can also be a fun way to experiment with flavours and textures, encouraging people to try new foods and expand their palate.  How cooking helps individuals on the autism spectrum Cooking can be an extremely beneficial activity for individuals on the autism spectrum. It provides sensory experiences that can be very helpful in their growth and independence. For instance, measuring ingredients helps with fine motor skills, and the smells and textures of food can help with sensory processing. Cooking also provides a structured activity that can be calming. Following a recipe can provide a sense of order and predictability, which can be very beneficial for individuals with autism who may struggle with change. In addition, cooking can help with social skills. Cooking with others encourages communication, patience, and teamwork. It can also provide opportunities for individuals with autism to practice turn-taking and other social skills in a safe and supportive environment. Cooking is also a practical life skill that can help individuals on the autism spectrum become more independent. Learning how to cook their own meals can give them a sense of accomplishment and self-sufficiency, which can be empowering. Sensory issues and cooking One of the core challenges for people with ASD is sensory processing difficulties. Cooking provides a multi-sensory experience that can help individuals with ASD to develop their sensory processing skills. Individuals on the autism spectrum often experience sensory issues that can make everyday activities challenging. Cooking, however, can be a great way to address these issues and help them feel more comfortable and confident in the kitchen. For example, cooking can help individuals with sensory issues learn to tolerate different smells and textures of food. By gradually exposing them to different ingredients and cooking methods, they can learn to overcome their aversions and develop a more varied and healthy diet. How to make cooking successful for individuals with ASD For individuals with ASD, cooking can be a fun and rewarding activity, but it requires some preparation and adjustments to make it successful. Here are some tips to make cooking successful: 1. Break down the steps: Cooking can be overwhelming for some individuals with ASD, so it’s important to break down the steps into small, manageable tasks. Use visual aids such as pictures, lists, or videos to help them understand the steps involved. 2. Use simple recipes: Choose recipes that are simple, easy to follow, and require minimal equipment. Avoid recipes with complicated instructions, multiple steps, or ingredients that are difficult to find. 3. Create a routine: Establishing a routine can help individuals with ASD feel more comfortable and confident in the kitchen. Choose a specific time and day each week to cook together, and stick to the routine as much as possible. 4. Use sensory-friendly tools: Individuals with ASD can be sensitive to certain textures, smells, or sounds, so it’s important to use sensory-friendly tools such as gloves, silicone utensils, noise-canceling headphones, or non-slip mats. 5. Make it fun: Cooking should be a fun and enjoyable experience, so try to make it fun by incorporating games, challenges, or rewards. For example, you can have a cooking competition or a taste-testing activity.6. Encourage independence. As individuals with ASD become more comfortable in the kitchen, encourage them to take on more complex recipes and tasks. This can help build independence and confidence. Overall, cooking can be a great activity for individuals with ASD, as it can help them develop new skills, build confidence, and improve social interactions. By following these tips, you can make cooking a successful and enjoyable experience for them. Cooking is a wonderful activity that can provide a sense of routine, structure and independence. It can also help with sensory integration, fine motor skills and socialization. By following the tips we shared, you can make cooking a fun and therapeutic experience for individuals on the autism spectrum. We hope that this article inspires you to try cooking with your loved ones with autism and that it brings a new sense of joy and fulfilment into your lives. Written by Bronwynn Wessels – Hospitality Teacher – Glenoaks Remedial and Vocational School

July 6, 2023
Parenting Hub

Glenoaks Paired Reading Program helps children struggling to read

Reading is a multifaceted process involving word recognition, comprehension, fluency and motivation. Reading in its fullest sense involves weaving together each of these aspects and each is important. Our brains were not wired for reading – therefore it needs to be taught. Dr Seuss put it quite simply – Reading opens the door to the world. It is essential to just about every aspect of life from cooking to driving and everything in between. One of the areas of reading that we incorporate into our teaching programme at Glenoaks Remedial and Vocational School is Paired Reading. What is paired reading? It is a simple technique that parents can use to improve their child’s oral reading and comprehension ability. It only takes ten minutes a day and it is a non-stressful way of supporting your child. The benefits include improved self-esteem and teachers often comment on an improvement in fluency and enjoyment in reading. We promote this method as it creates a bond between the reader (child) and the reading partner (adult). This bond enables the reader to develop a love for reading and books and encourages them to read with confidence and understanding. Paired Reading is like a child learning to ride a bicycle. In the early stages you give the child encouragement, confidence and control, by holding the bicycle. Your own instinct will tell you when to let go. So you can gradually disengage for longer periods until your child is able to ride without help. The same applies with Paired Reading. It is an ideal way of helping your child become an independent reader. It works on building up the positives and successes rather than concentrating on mistakes. In 2017, Glenoaks School partnered with Wits University to run a pilot project into the value of the Paired Reading method. A group of Wits students and a group of school staff underwent a training programme and then committed to a nine week commitment of reading three times a week with a class of Grade 2 children. In addition the children read the same books with their parents. Prior to the start of the project, the children underwent testing and they were also tested at the end of the nine week period. They were assessed in two aspects of reading; word recognition and comprehension. The results were very positive and on average the learners’ word recognition reading age improved by 5 months and their comprehension age by 2 years and 5 months. The positive results of this project have encouraged us to continue to promote this method of reading.  The method for Paired Reading is so simple and you only need 10 minutes a day.  Step 1 – Reading Together Read aloud with the child, both of you reading at the same pace The child can point to each word with their finger, and this helps to control the pace If a mistake is made allow 4 seconds for the child to correct If the word is not corrected, say the word and the child must  repeat it correctly Use lots of praise! Ask questions and discuss what you are reading Step 2 – Reading Alone Start reading together. Child gives agreed signal when ready to read alone (can be a knock or tap, it shouldn’t be verbal) Child reads alone Give praise for reading alone If or when the child makes an error, give 4 seconds to self-correct If not self-corrected, say the word correctly which the child repeats Read again together until the child signals to read alone Reading together at home is one of the easiest but most important ways in which you can help your child. As you share books you are helping to improve your child’s reading skills and showing them how enjoyable reading can be. It is also the perfect way to spend quality time together! Glenoaks School offers Paired Reading training workshops to parents and schools. Please contact us for more information. Written by Margie Turner (Remedial Specialist at Glenoaks School)

June 21, 2023
Glenoaks Remedial and Special Needs School

Phonological Awareness is critical for developing literacy

What is Phonological Awareness? Phonological awareness refers to the ability to recognize and manipulate the sounds or phonemes in spoken language.  Having good phonological awareness skills means that a child can ‘play’ with sounds and words.  For example, a teacher or speech therapist might ask a child to break the word ‘dog’ into its individual sounds: d-o-g. Phonological awareness includes the following skills: Why is it important? Phonological awareness is a crucial component of early literacy development. It is considered an important precursor to reading and writing skills because it helps children develop an understanding of how sounds and letters are related.  Children who have strong phonological awareness skills are more likely to learn to read and write quickly and accurately, and to become proficient readers and writers in the long term.   Phonological awareness helps children to understand the sound structure of words and how to decode them.  When children can recognize the sounds in words, they can sound out unfamiliar words and read them accurately.  Phonological awareness also helps children to spell words correctly, because it allows them to understand the sound structure of words and how letters correspond to those sounds. Phonological awareness is also important for the development of vocabulary and comprehension skills.  When children have a strong foundation in phonological awareness, they are better able to understand the meaning of words and make connections between words that share common sounds. Phonological awareness warning signs There are several signs you can look out for if you suspect that your child may have phonological awareness difficulties. Here are some common signs that may indicate challenges in this area: Difficulty with rhyming: Your child may struggle to identify and produce words that rhyme, such as cat, rat, and mat. Trouble segmenting words: Your child may have difficulty breaking words into individual sounds or syllables. For example, they may struggle to separate the sounds in the word “cat” (c-a-t). Challenges with blending sounds: Your child may find it hard to combine individual sounds to form words. For instance, they might have trouble blending the sounds /d/-/o/-/g/ to make the word “dog.” Difficulty identifying beginning or ending sounds: Your child may struggle to isolate the initial or final sounds in words. For example, they might have trouble identifying the starting sound in the word “sun” or the ending sound in the word “cat.” Problems with manipulating sounds: Your child may find it challenging to substitute, add, or delete sounds in words. They might struggle to change the sound /r/ in “rat” to /b/ to make the word “bat.” Slow progress in learning letter-sound correspondence: Your child may have difficulty connecting letters with their corresponding sounds. They might struggle to recognize the sounds associated with specific letters or letter combinations. Struggles with spelling: Phonological awareness difficulties can often lead to challenges in spelling, as your child may have trouble identifying and manipulating the sounds in words. It’s important to note that these signs alone do not provide a definitive diagnosis of phonological awareness difficulties. If you notice several of these signs or have concerns about your child’s language development, it’s recommended to consult with a qualified speech-language therapist who can assess your child’s skills and provide appropriate guidance and support. How can I help develop my child’s Phonological Awareness skills? There are many fun and engaging activities that parents can do with their children to help develop phonological awareness skills. Here are some ideas: Rhyming games: Play games that involve finding words that rhyme. You can start by saying a word, such as “cat”, and ask your child to come up with a word that rhymes, such as “bat”. You can also play rhyming bingo, where you call out a word and your child marks off a picture of a word that rhymes with it. Sound matching: Play games that involve matching words with the same beginning or ending sounds. You can start by saying a word, such as “cat”, and ask your child to come up with another word that starts with the same sound, such as “cup”. You can also play sound scavenger hunt, where you go around the house or outside and ask your child to find objects that start with a certain sound. Syllable counting: Play games that involve counting the number of syllables in words. You can start by saying a word, such as “butterfly”, and ask your child to clap or tap the number of syllables in the word. You can also play syllable sorting, where you give your child a few objects and ask them to sort them into piles based on how many syllables they have. Sound segmenting and blending: Play games that involve segmenting words into their individual sounds and blending sounds together to form words. You can start by saying a word, such as “cat”, and asking your child to say each sound in the word, such as “c-a-t”. You can also play sound hopscotch, where you draw a hopscotch board on the ground and your child jumps on each square while saying a sound, then jumps on the last square while saying the whole word. Phonological and Phonemic awareness is the foundation upon which all other layers of literacy are built and, unless it is solid, the other layers will most definitely suffer, and the child will struggle to read. It is however important that parents and educators continue to motivate children to view reading as a positive experience despite their challenges. Kate Dicamillo expressed this beautifully when she wrote “Reading should not be presented to children as a chore, or a duty. It should be offered as a gift”. Written by Angela Pouroullis (Speech-Language Therapist at Glenoaks School)

June 12, 2023
Glenoaks Remedial and Special Needs School

The impact of Parental Involvement on a child’s education

Early years: 3-7 Parental involvement influences cognitive development, literacy (reading, spelling, writing) and number skills. Ages 7-16 Parental involvement influences learner achievement more than family background, parental education or socio-economical factors do. Parental involvement plays an essential role- in a child’s development and success. Research has consistently shown that children whose parents are involved in their education tend to achieve better academic results, show a positive attitude towards homework and school in general, school attendance is more regular, they have better social skills and show improved behavior at school.   There are two kinds of parental involvement: Parental activity and participation; doing something that is observable e.g., serving on committees, assisting with functions and attending school events. Parental support of their individual children at home and school. Early involvement includes activities such as having fun, playing, physical activities (e.g. riding bikes, ball games), reading, teaching songs and rhymes, painting and drawing.  Visiting interesting educational places such as an aquarium, the planetarium, Sci-Bono and the transport museum makes learning exciting. It does not only build vocabulary but stimulates the minds of children and gives them a frame of reference when they discuss topics at school. This involvement sends a message that education is important and they are more likely to take it seriously.  Do not underestimate discussions around the dinner table, where matters of the day are discussed, debated and shared. Positive parents listen, guide and ask the correct questions to stimulate the enquiring minds, to encourage and support them and to be sympathetic to their social and academic learning experiences. When parents show an interest in their child’s life, they can provide emotional support and help their child develop coping skills to manage stress. What kind of parental involvement is necessary to assist with schoolwork and homework? Routines are important. Specific times must be allocated to do homework. A designated place with little distraction is important. Check the homework diary daily. Younger children need frequent support. Older children need support e.g., with projects (see that they have the necessary equipment in time).  Sometimes children might request assistance with test or exam preparation. Research has indicated that parental support towards autonomy is associated with higher test scores than direct assistance where children become dependent on parents all the time. Parents are there for support, motivation and to monitor. Parents who are involved and stay committed throughout their children’s school career by encouraging and supporting them are helping to shape their future and give them a head start in life. Witten by Dr Leone Roux (Head of Psychology and Educational Psychologist Glenoaks Remedial & Vocational School) and Haneline Connoway (Educational Psychologist and Parental Support Glenoaks Remedial & Vocational School).

May 19, 2023
The Bridge Assisted Learning School

EMOTIONAL DYSREGULATION: HOW TO KNOW IF YOUR CHILD IS STRUGGLING & NEEDS ADDITIONAL SUPPORT

Challenges related to emotional regulation are becoming increasingly common among children in today’s society. Emotional regulation refers to a child’s ability to manage their emotions in a socially acceptable way, including the ability to delay immediate responses or use alternative responses. But many parents and educators aren’t readily able to identify whether a child’s behaviour is in line with expected development milestones, or whether they have specific needs related to emotional regulation which require additional support. “Emotional regulation is the ability to respond to a range of emotions in a socially acceptable or tolerable way. This would include spontaneous reactions and the delay of an immediate response, or the use of an alternative response,” says Dr Greg Pienaar, renowned Educational Psychologist and Principal of The Bridge Assisted Learning School, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider. He says emotional regulation is a critical aspect of a child’s overall development, and that unresolved and unsupported difficulties in this area may have a negative impact on the child’s academic, social, and emotional functioning. “It is therefore important that parents who have concerns are able to identify whether their child needs additional help, so that they can receive the necessary support and interventions to promote healthy development,” he says. Dr Pienaar says some of the signs which may indicate a child is struggling with emotional regulation include: Not wanting to attend school at all, for instance if a child routinely cries when it’s time to go to school. Being generally emotionally unhappy, where the unhappiness can’t be connected to a concrete issue. Losing interest in everyday activities which would have interested the child before. Acting out, by displaying negative behaviour which wasn’t in place before. Extreme anxiety (or possibly generalised anxiety) in other areas of the life of a child where there may not have been anxiety before. Becoming frustrated when a calmer, more reasoned approach would have been in place before. Becoming more sensitive to sensory stimuli. Struggling with separation anxiety.   Dr Pienaar says parents can assist struggling children to cope with emotional dysregulation by providing routine and structure at home, ensuring consistency, providing clear expectations and boundaries, and also by providing safe spaces for regulation. Should these early interventions not have an impact, professional help should be sought, which may include regular therapy where a child learns alternative approaches, and potentially prescribed medication. One of the main sustainable interventions which will help children through their dysregulation journey however is to ensure they are in the right educational environment, where they can enjoy the support of qualified, knowledgeable and experienced professionals who understand their challenges and where they won’t merely be sidelined in the classroom because of challenging behaviour. “A smaller cottage-style school may be more appropriate, but ideally a specialised environment geared specifically to assist neurodiverse children with unique emotional needs should be sought. Educators and staff in these schools have specialised training and experience which enable them to understand and assist students struggling with emotional dysregulation. “Very importantly, these schools are able to provide the kind of structure and routine, and indeed predictability, which help reduce anxiety and enables children to develop positive emotional regulation skills. Therapy, counselling and other professional support services are often included as part of the school’s programme, which means that regular scheduled professional support is provided for the child.” Dr Pienaar says that parents often feel overwhelmed and out of their depth when their child struggles with emotional dysregulation. But he adds that if the matter is identified and support sought for the child as soon as possible, the prognosis for the child’s emotional, personal and academic development is very good. “Early intervention can help children develop the skills they need to manage their emotions effectively and improve their overall functioning. Research has shown that effective interventions, such as behavioural therapy, can significantly improve emotional regulation skills in children. With appropriate interventions, children can learn to recognise and manage their emotions, understand and express their feelings in a socially appropriate way, and develop positive coping skills, while reducing the likelihood of more significant mental health issues developing in future.”

May 5, 2023
Glenoaks Remedial and Special Needs School

Assistive technology in the classroom for neurodiverse learners

At Glenoaks Remedial and Vocational school in Johannesburg, we have seen the real benefits of using technology in our classrooms. The use of technology boosts and extends students but is also incredibly useful for removing many of the barriers to learning that our students face.  There are endless apps, extensions, add-ins, and widgets, but rather than trying to use every tool available, mastering just a few equips our students to cope with schoolwork, and removes many of the barriers to learning they face. #1 Voice-to-Text (on any iPad, tablet, or smartphone). Instead of writing by hand or typing, this tool allows students to express their thoughts verbally without being hindered by the physical mechanics of writing. Suitable for learners with physical disabilities, dyslexia, and slow pace. #2 Text-to-speech enables students to highlight what they have written or what they are reading, and the device reads the content back to them. The speed of the speech and the voice used can be changed to suit the student’s individual pace or processing speed.  #3 The C-Pen / Exam Reader is a tool that enables students to scan over a sentence, and have it read back to them. This is useful when content is in printed format and not digitised.  #4 Digitising is a way for students to scan in a printed worksheet or piece of writing and turn it into an electronic version. When content is electronic, students can use other tools like text-to-speech or answering questions on the electronic version.  #5 Predictive spelling, the correction of grammar and asking Siri reduces the amount of teacher input required, which is particularly useful for students with dyslexia.  #6 Fonts and colours can be adjusted, especially for students in younger grades. For dyslexic students, the Dyslexia font is an option – the font is more heavily weighted towards the bottom of each letter, and shaped slightly differently, which makes it easier for dyslexic learners to read. #7 Google Classroom provides a diverse range of tools. Multiple tools which interact with each other – Google Docs, Google Sheets, Google Slides, and Google Drive. Real-time editing and teaching with multiple students at the same time. Work can be extended and differentiated easily and in real-time.   Collaborative documents – teachers and students can work on 1 document simultaneously. Preset Google Documents can often be edited and used offline, helpful during load shedding. Everything in life is a balance, and the balance of technology with book learning is one we all need to manage carefully. At the end of the day, we are all driven to help our students achieve all that they absolutely can.  Written by Brad Johnson (HOD at Glenoaks School) and Heather Francis (Academic & Learning Support Therapist)

May 4, 2023
The Bridge Assisted Learning School

FORGET ABOUT PAST PERCEPTIONS OF SUCCESS & REALISE YOUR CHILD HAS A FUTURE

Hundreds of thousands (if not millions) of parents today have children who require additional assistance academically, emotionally or both. For these parents, concerns are never far away that their child will battle in the world of the future, and that they might not ultimately achieve personal and career success. But an educational psychologist says parents need to change the paradigm through which they view success, as many are still focused on ideas about what constituted becoming a successful adult in the past, rather than embracing a world of new opportunities that are constantly emerging. “In the past, and unfortunately among some people to this day, there was this perception that if your child is not studying to be a medical doctor or a lawyer, then they haven’t made it,” says Dr Greg Pienaar, renowned Educational Psychologist and Principal of The Bridge Assisted Learning School, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider. “Everyone has a future in terms of a passion or career, so if your child is not specifically focused on academic matters and isn’t necessarily wanting to study anything related to Core Mathematics or Physical Science or Life Sciences (Biology), then there are literally thousands of other career paths to follow. And these career paths are not inferior, they are just different,” he says. Dr Pienaar notes that there is also still a perception that students can only advance to tertiary studies if they attend a traditional high school and follow the traditional academic journey in terms of subject selection. That is simply not the case, he says, because schools that provide additional support on the neurodiversity front, emotionally or academically, also write Matric exams, in the case of The Bridge, for instance, students sit for IEB exams. Additionally, future success isn’t reliant on choosing only those subjects that provide access to traditional ‘high-end’ careers. “So, what if your child is interested in something to do with food or cooking or hospitality? What if your child loves everything to do with computers or technology? What if your child is interested in travelling the world and discovering its wonders? What if your child has strong verbal ability and is able to charm and convince people easily? What if your child has the skill or ability to run a business or be an entrepreneur? “It makes no sense to force them to follow a career path which is not natural for them, while there are avenues available which will support their future career success in a field that interests them or which they are passionate about.” Dr Pienaar says it is legitimate for parents to be concerned if their child battles to focus and concentrate, struggles with words and reading, blanks out when numbers are involved, or is bright but not interested in academics. However, realising a child needs additional support is the start of the road, not the end of it, he says. “Often children battle to focus on a career early in life, but they do know what they like and don’t like, sometimes as early as primary school. Our role as parents is to help nurture these interests and provide the space for a child to develop without pressure, and harness additional support if needed to assist them on their academic pathway, even if that is not the standard pathway related to past perceptions of success. The old cliché still holds that you can’t force a square peg into a round hole. This is never more true than with our children because we spend many hours of our lives in our work environment or in something related to work. “Academic and career success is not merely a case of doing well, but of doing well and being happy and fulfilled while doing so. It is important that our focus falls equally on the other half of the equation, not simply the surface considerations of success.” There are many ways to fulfilment in life, but if we have the opportunity to choose something which may lead to happiness and fulfilment, then we should do so, Dr Pienaar says. “Parents can help their children make a start on this road by allowing them – with the help of education experts at their school – to choose subjects appropriate to their desired careers wisely. “Students should choose carefully and according to their interests and passions, and not according to someone else’s expectations or dreams based on the road most travelled. As adults, we have to be honest about our children’s passions, strengths, and weaknesses, and guide them responsibly and honestly on their way to success in life – whatever that means within their unique context.”

March 17, 2023
The Bridge Assisted Learning School

GOALSETTING & ACADEMIC OUTCOMES: HOW TO HELP YOUR CHILD FLOURISH

There are few tools as valuable as setting goals and constantly measuring a student’s progress against these goals in ensuring a successful academic journey, an education expert says. However it is not enough to have vaguely defined ideas of what success will look like down the line. Instead, parents, students, teachers and schools must have a coherent goal/measurement strategy in place from early in a child’s school career, says Desiree Hugo, Academic Head at ADvTECH’s Schools Division. “Setting goals is an important part of a student’s educational journey. It helps them stay focused, motivated and on track to achieving their academic and personal aspirations,” she says. Hugo says setting clearly defined goals which are regularly reviewed, helps students manage their priorities and build confidence.  “When students have a clear goal in mind, they are more likely to stay focused and motivated. It gives them something to work towards, along with a sense of accomplishment and positive momentum once a goal is achieved. “Setting goals also allows students to prioritise tasks and manage their time effectively, so they can focus on what is important and avoid getting side-tracked.” In addition, goalsetting helps with decision-making. “When you have a clear goal in mind, it’s easier to make decisions that align with that goal. Students can evaluate their options based on whether they will help or hinder progress.” Most importantly, students themselves must take ownership of the process, with the support of their teachers, school and parents. “Students must be placed front and centre when it comes to setting and tracking goals. That is why we have introduced Student-Led conferences – what in the past would have been called parent-teacher meetings. Instead of parents meeting alone with teachers to receive feedback, all three parties including the student now sit together. And then the student provides an update of their performance and progress in line with their personal plan.” Hugo says that while the student takes ownership of their personal academic map, schools and parents play an important role in helping them navigate in the following ways: Providing guidance on how to set goals that are realistic and achievable, and helping students create action plans. Providing the resources required on the way to achieving those goals, including additional support where required. Regular scheduled check-ins, where goals are monitored, discussed, and updated if necessary so that students remain accountable and empowered. Creating a supportive environment that encourages growth and collaboration. “In today’s highly competitive environment, cruise control won’t suffice in ensuring a student leaves school with a competitive advantage. The practice of goalsetting should be developed from early in a student’s academic journey – starting with setting small goals and leading to the important ones,” says Hugo. “This helps students focus and maintain their direction, and provides intrinsic motivation as they strive to get to the next step, and then the next one and the next one in pursuit of their dreams.”

March 10, 2023
The Bridge Assisted Learning School

THE BRIDGE ASSISTED LEARNING SCHOOL: EXPANDING TO SUPPLY IN DEMAND FOR QUALITY SUPPORTIVE EDUCATION

The Bridge Assisted Learning School in Lonehill, which opened in 2018 and rapidly became one of the top Neurodiversity-specialist schools, is expanding due to the high demand for its unprecedented support provided to students throughout their academic journey. In 2021 the school started phasing in its high school offering, and the first Grade 10 group was welcomed at the start of this year.  “We found that students in assisted learning schools had very limited options when it came to transferring to a suitable high school once they reached Grade 7,” says Dr Greg Pienaar, Principal of The Bridge Assisted Learning School. “Previously in Johannesburg, there were hardly any high schools that provided support to these students while creating a safe and Neurodiverse friendly environment. This has now been remedied by the expansion of our school, to enable students to remain in this supportive milieu for longer,” he says. Neurodiversity is not a condition that is meant to be ‘fixed’, ‘cured’ or rehabilitated. Neurodiverse students however are taught how to manage their condition, by way of high-quality support programmes.  “These neurodiverse conditions don’t simply go away at the end of Grade 7. That is why it was important for us to extend our offering into High School, providing these high school students with the opportunity to write the normal IEB matric exit exams while assisting them holistically along the way,” Dr. Pienaar says. He says parents often fear that the future prospects of their children will be limited when they stay in an assisted learning environment, but that that simply is not the case at The Bridge.  “At The Bridge, we offer our students the kickstart they need to get them through to Matric and set them on a path into tertiary studies at a university, college or other further studies. Alternatively, students can also move on after completing their IEB matric with us to pursue their own path.” The Bridge is in the process of expanding their physical infrastructure on campus with the addition of a new hall, therapist rooms and more classrooms to accommodate the tremendous growth their school has seen.  Their High School offering is distinct from that of other mainstream schools in that they have specialist teachers that are remedially trained but follow a mainstream curriculum. Class sizes are optimised for a high support assisted learning environment where students benefit from extra support. More than the academic support it also is an environment where students can flourish emotionally. “We tend to see students with high anxiety levels. Therefore, we have set out to create the ideal environment for our students that allows them to excel and not to settle for anything less than a normal Matric.  “We ensure that students have their eyes set on a successful future and assist them to determine a pathway to that future.” The Bridge Assisted Learning school extends an invitation to parents concerned about their child’s current environment and trajectory to meet with the school to map out the best pathway to matric and beyond based on their child’s individual needs.

March 3, 2023
The Bridge Assisted Learning School

HOW TO HELP YOUR NON-NEUROTYPICAL CHILD THRIVE

Parents of young children often fear whether their child will “fit in”, cope in a sporting environment or achieve academically if they are non-neurotypical. These concerns are based on a societal perception that children should at least be ‘average’, even if they are not top of their class.  However, an educational psychologist says this is the wrong approach to take for parents of non-neurotypical children, because it will always be possible for them to belong and fit in somewhere, even if this does not occur perfectly within society’s norms of what ‘fitting in’ means. Dr Greg Pienaar, Educational Psychologist and Principal at The Bridge Assisted Learning School, in Lonehill Sandton, notes that ‘average’ is literally defined as dividing a total by the number of quantities. “By that definition alone, no child will be average. Every child has strengths and weaknesses. That is the Neurodiverse approach, which acknowledges variations in the brain regarding learning, attention, and moods in a non-pathological sense. In other words, as Judy Singer noted, these differences are not deficits, they are variations. That does not however mean that we can’t support our children – with the help of their school, their teachers and potentially their therapists – to achieve and empower themselves to the best of their ability, says Dr Pienaar. “Most educational scientists or educational psychologists will tell you that everybody needs support somewhere. Some people less than others, some people more. Some children require assistance with academic areas. Some children require assistance with developmental deficits or with their “building blocks”. This could mean Speech or Occupational Therapy, for instance. Most professionals would agree that the earlier certain developmental issues are addressed, the better the chances are that issues may be either sorted out, or much improved.”  Dr Pienaar notes that at an Assisted Learning School such as The Bridge in Lonehill, support is provided as a team of the teacher, the therapists involved, and always the parents or guardians.  “It is therefore important to work together. Even if your child is receiving professional support, parents or guardians of the child have an important role to play at home. Very often (most of the time) it is vital that many of the concepts learnt during therapy are reinforced in the home environment. Regardless of the interventions and support required, by identifying what kind of support is needed, and by working together as a team, all children can rise to their potential,” Dr Pienaar says. The team of Therapists at the Bridge compiled the following helpful tips for parents:  SPEECH 1. Bath Time Language Modelling: Bath time is a great opportunity to model language as the options of bath toys and sensory-integrated water play is endless.  Quantity concepts: Water cups and toys are great to teach concepts of ‘more’ ‘less’ ‘heavy’ ‘light’ ‘the most’ ‘the least.’ Your child can fill up water cups with water from the bath to the desired quantity you specify to them. Remember that the modelling on the quantity is important so that they understand the concept before they are expected to demonstrate it.  Oral Motor Exercises: Blowing the bubbles in the bubble bath or using toys to collect the bubbles and blow them is a great way to stimulate the oral motor muscles required for the various articulation movements.  2. Transition Games: Transition games are activities that can be done as your child transitions between places or routines.  I-Spy Games: While driving to school in the morning, play a game of I-Spy with your child and ask them to name items starting with specific sounds. This targets an underlying early literacy skills or initial sound identification. Memory Games: As you walk through the grocery store with your child, play a memory game with them where they are required to recall items you put into your trolley, adding in a new item each time, and asking them to recall the list.  3. Bedtime Routine Games: Bedtime is the best time of day to include reading stimulation and book awareness. Use the method of paired reading, ask questions about the book, make predictions, point, and label items and colours, and make it fun.  OCCUPATIONAL THERAPY Foundational skills such as sensory processing, body awareness, eye movements, postural stability, and proximal stability (to name a few) form the building blocks of executive functioning skills such as performing gross/fine motor movements, writing, spatial reasoning, and so forth. These foundation skills can be supported and developed by: Providing deep pressure which improves body awareness and can assist with sensory regulation. Give lots of hugs Roll your child in their towel Let your child sleep with a heavy blanket Alternate seating improves postural and proximal stability. Let your child lie on his/her tummy while playing, watching TV, or working Let your child sit on a gym ball instead of a chair Work against a wall by sticking the work on the wall, instead of working on a table Activities of daily living can help in developing good planning and organisation skills, strength and stability, bilateral coordination, and other executive functioning skills. Wash a car with your child Allow your child to lay the table for meals Baking activities Allow your child to assist with wiping windows/mirrors Assist with putting clothes on the line “These are some of the few ways you can be involved in your child’s development, to allow for regular and consistent stimulation,” says Dr Pienaar. “While it is extremely important to facilitate your child’s development through structured tasks, children should also be encouraged as much as possible to play and to explore their environment. As our world becomes more technologically inclined, children are playing less and exploring less, which results in delayed development.  “If you identify areas of concern, it is important to approach a professional team as early as possible, to assist your child as soon as possible. Then, get involved in the professional support. By all role-players being involved in your child’s development, a supportive environment is created for your child to learn

December 13, 2022
The Bridge Assisted Learning School

An Argument for an Assisted Learning School

What does assisted learning mean? The child will still follow a mainstream curriculum, but will be assisted in the following ways: The manner of the teaching of a lesson. The experience or qualifications of the teacher. Accommodations or concessions: Reader, scribe, extra time, prompt, devices – apps. Neurodiversity Neurodiversity is an approach to learning and disability that argues that diverse neurological conditions are the result of normal variations in the human genome. Neurological differences should be recognized and respected as a social category on a par with gender, or sexual orientation. Neurological variations are a vital part of humanity, as much as variations in size, shape, skin colour, and personality. Should we tell a person with limited learning potential that there is no place for them in this world? Should we tell a person with strong learning potential that there is no place for them? What process is followed to identify an appropriate learner for a learning-assisted environment? Extensive evaluation by an Educational Psychologist in order to identify: Learning potential. Barriers to learning. Possible areas of intervention for the learner. Interview with parents in order to discover their journey to date. Visitation of a number of days at our school to establish social interaction, emotional development, behaviour/coping development. Feedback to the parents and child. Neurodiversity in the school environment By following a Neurodiverse approach at our school, our students with learning and thinking differences benefit greatly. Our goal is to ensure that our approach will allow for an individual style, rather than trying to fit the child into another person’s style. It is therefore a massive part of our educational approach that we eliminate or at least reduce greatly, the outdated stigmas and perceptions around learning and thinking differences. What is the difference between a learning-assisted environment and a strictly remedial environment? A remedial environment may include a facilitator. A remedial environment could include a change in curriculum. A learning-assisted environment does not include facilitators. A learning-assisted environment always follows a mainstream curriculum: Caps, IEB, etc. The rainbow infinity symbol, which denotes neurodiversity

December 1, 2022
The Bridge Assisted Learning School

Little kids, big feelings – helping young children manage anger

The past couple years have had a tremendous impact on the mental and emotional wellbeing of most people, and young children have not escaped the impact of Covid-19 and the lockdowns in this regard. Parents may have seen a change in their children, including increased instances of anger outbursts, sometimes of the explosive kind. “There has definitely been an increase worldwide and in South Africa of children struggling to manage anger and anxiety – outbursts that are quite distinct from run of the mill so-called tantrums which some children exhibit under normal circumstances,” says Educational Psychologist Dr Greg Pienaar, Principal at The Bridge Assisted Learning School, a brand of ADvTECH, Africa’s leading private education provider. The Bridge, which opened its doors in January 2018, has filled a niche demand in education, catering to students of average to above average ability who face certain learning barriers and social or emotional challenges. Pienaar says that parents whose children exhibited out-of-character anger outbursts, with an increase in frequency or intensity, may have been left baffled by these incidents. “The first thing to note is that, given the unusual circumstances of this year, this behaviour is relatively normal. However, having said that, parents definitely need to address the situation to ensure it is resolved, and seek help should they struggle to do so,” he says. A September report by the Centre for Disease Control (CDC), noted that Covid-19 affected children directly and indirectly beyond getting sick or the threat of them or their loved ones falling ill. “Many children’s social, emotional, and mental well-being have been impacted by the pandemic. Trauma faced at this developmental stage may have long-term consequences across their lifespan,” the report said. Listed as contributing factors to this impact were: Changed routines Breaks in continuity of learning Breaks in continuity of healthcare Significant life events that were missed Loss of safety and security “All the above factors, and many others, mean that children have had to deal with a major and historical life event at a very young age, when they are still learning to process feelings and emotions. Unusual behaviour may have arisen as a result,” Pienaar says. “This includes anger outbursts, simply because children often don’t know, or don’t have the tools, to express their feelings effectively when they are young. Anger is their way of communication, their way of telling you there is a problem.” Essentially, the misbehaviour is the language the child has available to express themselves. So, parents and teachers need to respond appropriately to meltdowns and not immediately react with harsh punishment, arising from their own anger. It is important to model calm and considered behaviour at this point, Pienaar says. “The most important first step is to understand that there is a reason for the meltdown, and then to determine what that reason is. This involves spending time with the child, and communicating as effectively as possible,” he says. “Remember we as adults have the ability to understand what is going on, even in our uncertainty. But our children were faced with a tremendous amount of unexpected and immediate changes, ranging from wearing masks, having to social distance, giving no hugs or not seeing important people in their lives. Children had to learn to grow up and face fear of death, uncertainty and the fallout from their parents’ fears and anxieties before they were mature enough to handle these big changes and big feelings. So it is not reasonable to expect all children to just have absorbed these changes and coped forthwith.” Pienaar says to bring the situation back to normal, parents should ensure they: 1. GET ALL ROUTINES BACK TO NORMAL AS SOON AS POSSIBLE Try to get life at home back to a predictable routine, explain why it is necessary and why everyone is going to stick to it. Children need predictable routines, boundaries and restrictions to give them the parameters in which they can explore and thrive. 2. HARNESS ‘IN THE MOMENT’ SITUATIONS Under normal circumstances, an anger tantrum may call for a timeout. However instead of timeouts, try time-ins. Sending children away and into isolation may sometimes worsen the situation. Rather take the child for a walk, or sit in a park, and be there for them. Discuss the feelings the child is having, and discuss how the child can manage those feelings in an alternative way. Listen and learn. “Remember that there is a difference between a tantrum and an outburst of anger, although they may seem similar on the surface,” Pienaar says. “A tantrum occurs when a child doesn’t get his way. The way to address this is to consistently not indulge the demands of the child, which ultimately allows the child to learn that the parent will be consistently enforcing rules and boundaries, and that tantrums are pointless.” Anger issues however point to larger problems outside of the child’s control. “Developing a close connection with the child, spending quality time and developing language around emotions, is the best way to empower a child to manage their anger effectively. If this does not help, and the outbursts continue or escalate, it is advisable that parents seek additional intervention to address the matter early and before greater emotional trauma develops.”

July 27, 2022
The Bridge Assisted Learning School

Neurodiversity: How to support a Dyslexic child?

Children each learn and develop at their own pace, and reading is no different from any other skill. However, for some children they find it challenging at one point or another. They battle to build, recognise and manipulate the sounds in language. They also have difficulty in decoding words.  Often children battle with barriers to learning, which may include dyslexia.  Studies show that dyslexic children face many difficulties in their academic and social surroundings. Also, they suffer from a low self-esteem because of the lack of accomplishments, particularly in academics, which may affect their long-term life opportunities. Therefore, parents’ awareness about dyslexia and the impact it has on their child is imperative in ensuring support as well as a sustainable development of their child. At the Bridge Assisted Learning school we aim to work with our parents to create environments both at home and school that will be conducive to learning. Much can be done to alleviate this by utilising the following interventions, both at school and at home, in order to develop processes to support a comfortable confidence and self-esteem within children battling with dyslexia. These include:  Explicit direct instruction in phonological and phonemic skills. The intervention also needs to include ‘The Big 6 of Reading’: oral language, phonological awareness, phonics, vocabulary, fluency and comprehension. Font style: The most commonly referred to fonts for people with dyslexia are: Comic Sans, Verdana, or Arial. It does not matter which font is used, it is more about using the particular font exclusively, so that the person becomes accustomed to the font used. A specific font developed for dyslexic people can be found on the Open Dyslexic website (www.OpenDyslexic.org).  Open Dyslexic is a free font to use for the children who are battling with dyslexia. The letters are spaced out and wider in some instances. Also, when you use any font for a child with dyslexia, always justify left: it spaces the words out evenly and makes it easier for the child to read. Time constraints: Always provide extra time for students with dyslexia, especially for reading tasks. Always allow additional time in test or exam situations. Lowering the stress when learning is taking place: Create a learning culture where making mistakes lead to learning. Provide adequate time for thinking. Don’t place too much stress on children to read aloud in front of other people. Children with dyslexia should be aligned with an empathic teacher mentor. Building reliance and self-esteem: Dyslexia impacts on the social and emotional well-being of the child. Use terms of encouragement when talking to your child. Parent activities: Try to nurture children’s love for stories. Encourage them to collect books and build their own library and practice reading their favourites with them. Also invest in audio books that you can listen to while driving to school that gives phonetic sounds to practice. Showing them that you care and that you are just as invested to help them succeed.  Children don’t outgrow dyslexia, and their troubles with reading can affect how they behave in school. However, with the right teaching and support, children can overcome reading challenges and learn coping mechanisms to make them thrive in school and throughout their life.  By: Dr Greg Pienaar, Principal at The Bridge Assisted Learning School

July 18, 2022
Parenting Hub

MYSCHOOL AND ACTION IN AUTISM, HIGHLIGHT THE NEED FOR IMPROVED AUTISM AWARENESS AND ACCEPTANCE IN SOUTH AFRICA

In honour of the recent Autism Awareness Month, MySchool MyVillage MyPlanet (MySchool), South Africa’s leading community fundraising platform, is highlighting the vital work being done by one of its beneficiaries to support families and individuals impacted by autism. Action in Autism is a MySchool beneficiary, which works to bring much-needed awareness and support to this condition that so many people in the country live with.  Situated in Durban and established in 2005, Action in Autism is an advocacy, support and fundraising non-profit organisation for people with autism and their families. The main objective of the organisation is to improve the quality of life for people with Autism Spectrum Disorders (ASD) and their caregivers by building partnerships between people with ASD, their families and the community to provide information, counselling and a myriad of other services. “The prevalence of autism is far greater than most of us realise. And as a society, we need to raise more awareness and provide the support that people living with autism, and their families, need,”  said Pieter Twine, General Manager at MySchool. Seeing the world differently Autism is a lifelong condition that impacts on all areas of communication and social interaction. The condition can manifest itself in many ways and is highly diverse. Autistic people communicate and behave differently and have different experiences of the world. Sadly, South Africans living with autism continue to face several obstacles like unemployment, a limited choice of schools, discrimination and a lack of support. Limited resource As one of the leading non-profit organisations serving the needs of autistic people, Action in Autism’s service is critical.  “There are many challenges facing the autistic community in South Africa. For example, we have few schools that can comprehensively cater for autistic children. The facilities available are completely inadequate for the growing numbers of children diagnosed. Action in Autism’s most important goal is to access education, medical resource and support for all people with autism – to meet the urgent and desperate need for these services in the constituency we serve,” says Kirsten Miller, Director at Auction in Autism. Unfortunately, there are not many organisations that can provide recent statistics on autism in South Africa. One of the most comprehensive recent studies was done by UCT’s Centre for Autism Research in Africa. Published in 2020, it looked at the prevalence of autism in one million school children in the Western Cape. Data showed a reported 76.03% increase in the diagnosis of autism spectrum disorder in schools between 2012 and 2016, with an average increase of 15.18% per year. Early intervention is key Many experts believe that early diagnosis of and interventions for autism are more likely to have major long-term positive effects on symptoms and later skills. For this reason, one of Action in Autism’s flagship projects is a unique walk-in resource centre – one of the few in the country – that provides critical aid to the autistic community, including:  Counselling and support services to parents. Health information booklets. A database of health care professionals. A comprehensive list of schools and facilities that cater for learners with autism.  Access to schooling and social grants for children. “Through our daily interaction with parents, we witness the frightening impact on children and their families when knowledge and access to resources is limited. There’s a lot of work for us to do, and we couldn’t be more thankful for the monies donated to us by the public through the MySchool platform”, adds Miller. “For nearly 25 years, MySchool cardholders have supported schools as well as welfare organisations that help vulnerable people in our communities. We are proud of the difference that our cardholders continue to make every day, by investing in community organizations that are working to promote the well-being of all South Africans”.

June 14, 2022
Parenting Hub

Estate Planning: Caring For children with special needs

Proper estate planning is one of the most important things you can do for your children. Not only does it spare them the anxiety of having to tussle over your estate while mourning your loss, but it can also serve as a final parting gift from one generation to the next. Despite this, 70% of South Africans still do not have a will in place. This is especially concerning for the parents of the roughly 3 million South Africans who live with disabilities.  Louise Danielz, Chief Operating Officer of Sanlam Trust says, “Regardless of your income bracket, it is important to get a professional to help you draft a will. For parents who have children with serious disabilities, estate planning is even more crucial as these children may not ever be able to work and provide for themselves. In these scenarios, trusts are key to ensuring your loved ones are properly provided for, for the rest of their lives, should you not be there to do so in person.” Providing for your disabled beneficiaries after you are gone The most important thing about planning for your child’s future in the event of your passing is making sure that their unique needs are considered. Putting measures in place while you are still alive, and understanding the practical implications of those arrangements, is very important. Danielz suggests doing the following as soon as possible: Ensure you have a valid will: Passing away without a valid will that makes provision for your minor children runs the risk of having their inheritance paid over to the Master of the High Court until they turn 18. This could potentially put their standard of care at risk Nominate a guardian for your minor child(ren): Choose someone you trust to carry out your wishes and care for your child in the best way possible. This can become tricky and time consuming if you have not made adequate plans or had the proper guidance. Above all, get expert advice: If you do not do adequate planning, funds due to minor beneficiaries could be paid to the Master’s Guardian Fund. To avoid this, it is best to set up a testamentary trust in your will to cater for them. Why you need a trust Having a trust is key if you want your estate to be administered, managed, and executed in the best way possible for the beneficiary. Being part of a trust ensures that a dedicated administrator, in conjunction with an elected guardian, acts with due care and diligence in administering the funds in their capacity as trustees. This means that the administrator will consider the maintenance needs of the beneficiary, engage with the guardian, and invest the funds appropriately.  Danielz says, “With Sanlam Trust, a dedicated administrator is appointed to engage with the guardian, so that they work together within agreed guidelines to take care of the beneficiary’s immediate and future educational needs if possible. If there is a need to consult with a caregiver, for example an occupational therapist, to make the best decision for the beneficiary, then this will be done.” With the right planning, parents can take care of their disabled loved one long after they have passed on. Danielz concludes, “Planning gives you peace of mind and it also creates continuity and support for your loved ones. It is all about understanding what you want and how this can be achieved.”

June 6, 2022
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