Advice from the experts
The Bridge Assisted Learning School

The impact of poorly developed visual perception skills on reading and learning

Many educators would agree that there is a close connection between vision and learning.  Much of what a child learns is through the visual system, as this is our most influential sense. If we consider that reading and writing, along with using computers and problem solving are all visual tasks that children perform daily, one could agree that much learning takes place through our eyes. Coupled with letter recognition and retention and handwriting, it becomes clear how a poorly developed vision system can impact on what and how a child learns.  Visual processing issues present with life-long challenges; however, it is not considered a “learning disability”.  It not only affects what a child learns, but also the capability to execute commonplace tasks such as sorting a variety of objects or playing a soccer game.  This may lead to socialisation problems or frustration and withdrawal.   Most children are very excited about learning to read.  Visual processing is one of the most important cognitive skills and it includes the ability to discriminate between foreground and background, position in space and size, shape and colour.  Children who have visual processing issues find it difficult to see the difference between letters.  These letters may also appear in the wrong sequence.  Research has found that between 2 and 20 percent of U.S. school going children have some type of reading disorder.  This has been linked to an immature visual system.  When a child is learning to read letters, numbers and words, these are seen through the eyes, but processed through the brain.  So, the visual system does not only refer to the eyes, but includes the brain too.   The vestibular system, which is like an internal GPS system, works hand-in-hand with the visual system.  If the vestibular system is underdeveloped, letters and numbers may appear to dance around on the page or even appear backwards.  This may hamper reading progress and may, initially, be interpreted as a ‘reading problem’. It could also be confused with an eye sight problem, yet the child has perfect 20/20 vision.  The real problem is one of visual processing.  In order to support information recall and retention, visual processing needs to be strengthened.  This would be done by including movement into a child’s daily routine.  Movement builds eye-hand co-ordination, core muscles and gross motor, which in turn supports the vestibular system.  This in turn strengthens their visual memory and visual motor skills. Because a child uses visual processing daily for reading, writing and mathematics, experiencing difficulties may result in poor attention in class or a lack of self-confidence. So what can we as teachers and parents do to help children who have a poorly developed visual system?  Torch Tag can be played at home just before bedtime.  In the dark bedroom, shine a torch light on the wall, moving in haphazard patterns.  The child must follow this pattern, using their own torch.  This activity is fun and will strengthen eye tracking as well as visual motor skills.  Swing Toss is a game played while the child is swinging.  While holding a hula hoop, stand in front of the child a short distance away.  As the child is swinging, they throw a fluffy toy, bean bag or such like toy into the hoop. This will boost balance, core strength, sensory integration and visual motor skills. By Michelle Rowland (Grade 1 Teacher at The Bridge Assisted Learning School in Lonehill)

April 18, 2022
The Bridge Assisted Learning School

Dissecting Dyspraxia

Dyspraxia is a disability that is believed to affect 2 – 10% of the population.  This disability can be defined as “a development disability of organisation of movement.  It is caused by an immaturity of the brain resulting in messages not being properly transmitted to the body.” [1] In laymen’s terms, dyspraxia affects motor planning.  Before looking further at how this happens, let’s first look at what motor planning is. ‘Motor planning is the ability to conceive, plan and carry out a skilled, non-habitual motor act in the correct sequence from beginning to end…. The child with motor planning difficulties may be slow in carrying out verbal instructions and often appears clumsy in new tasks.” [2]   For motor planning to be effective, all sensory systems of the body need to be working correctly.  With dyspraxia, the messages that are being sent from the brain are not being reliably transmitted to the rest of the body.  Dyspraxia does not change intelligence, but it does change how the child learns. Children with dyspraxia are seen to be clumsy, accident prone and extremely messy.  They will take time and repetition to master a new skill.  Dyspraxia can hinder thought processes and these children will often experience difficulty with planning and personal organisation.  Time management concerns arise, as well as difficulties in memory, perception and processing. Some other issues that arise are poor co-ordination, immature speech, poor attention and social and emotional difficulties.  Self-belief and confidence are affected, and the child often experiences anxiety and stress.   In order to help a child with dyspraxia, it is imperative that the teacher, school and parents work together in order to best facilitate the child to reach his or her full potential.  Regular meetings must be held between teacher and parents in order to ensure that the child is receiving all the support needed and achieving the goals that he / she is capable of. As a teacher and in order to obtain optimal performance, it is imperative that the child’s confidence is developed.  Always motivate the child and focus on what they can do.  Goals must be within the child’s reach.   The following steps can be taken in order to further benefit the child: Verbal instructions are to be given slowly and are to be kept short and simple.  Ideally, only one instruction should be given at a time. Minimalise distractions for the child. The child should be placed close to the front of the class. When setting work, this child requires work of a shorter length, that he / she will be able to complete in the allocated time, thus feeling the success of completing a task.  This can be done by creating worksheets for the child which require minimal handwriting (e.g. fill in the missing word) Work that needs to be written can be printed out for the learner beforehand, giving the child time to focus on the actual work, rather than the pressure of copying it down. In order to help with handwriting, it is suggested that the child is given books with larger lines to accommodate for writing, as well as larger quad paper, to facilitate in mathematics. During examinations, this child will require certain concessions, such as additional time, rest periods, a reader and perhaps amanuensis. Homework can be scribed by parents in order to take pressure off of the child. The optimal learning environment for a child with dyspraxia would be a one on one learning environment, but with the correct support and intervention, will thrive in a small, nurturing environment where he / she can reach his / her potential, as well as helping him / her with social skills and development. By Linda Langefeld, Grade 4 Teacher at The Bridge Assisted Learning School 

April 12, 2022
Parenting Hub

Preparing children with ADHD for the new school year

The new school year is an exciting time – new experiences, new learning, and new friends. Yet, for a child with ADHD, it typically spells academic pressure and school stress.  Nicole Jennings, spokesperson for Pharma Dynamics says the transition back to school can be fraught with anxiety, for both children and parents. “If your child is at school full-time, on the hybrid model or doing online schooling exclusively, structure, routine and predictability is key to making the transition back to school as smooth as possible.”  Here she cites essential tips to get the school year off to a flying start: Resume or review medication. Some children go on a medication vacation over the holidays or they adjust their dosage. Therefore, ensure that your child’s medication is resumed, readjusted or reviewed for the school year. Collaborate with the teacher. Meet your child’s teacher as soon as you can to discuss your child’s needs, and any challenges that they may have experienced last year. Help your child get organised. With impaired executive function and poor time management, prioritise getting your child organised. For younger kids, this can be in the form of a visible calendar where they can see their schedule for the day and week.  For your older child or teen, develop an organisational system together; set up binders, folders and diaries before school starts. If your child forgets the steps for getting ready in the morning, for example, put up visual prompts to jog their memory. Work out a method with your child for checking homework completion, e.g. sitting down to tell you about the homework and to show you when it’s completed or listing homework tasks on a whiteboard and marking them off when they have been done. If your child finds assignments daunting, break it down into smaller, more manageable chunks, and work out a plan of action with them. Then, let them diarise the dates for delivery.  4.Organise your home environment. Set up a study area and an organisational system to make your home conducive for studying. Keep their school bag and stationery supplies in a set place. Let them lay out their school and sports uniforms before going to bed, for example. 5.Settle your child into their weekday morning and bedtime routine. Children with ADHD generally struggle with falling asleep and waking up early, so make sure they get enough sleep. As the school year progresses, let them review their work before bedtime as this technique helps with processing and retaining information. 6.Plan your child’s extra mural activities. Understand your child’s interests and hobbies and encourage extramural activities that will boost their confidence and give them an opportunity to excel. Regular exercise is particularly important for your child, considering its role in managing ADHD symptoms, so either include sport as part of extra mural activities or schedule time for your child (and yourself) to exercise on a regular basis. 7. Start developing your child’s metacognition. Metacognition, defined as “thinking about your thinking,” is an important tool for developing self-awareness and self-regulation around one’s cognitive ability. With metacognitive practices, you become aware of your strengths and weaknesses. As a learner; you recognise your knowledge and abilities; you know what your weaknesses are, and adapt your learning strategies and resources accordingly. This is an excellent tool for ADHD-diagnosed children, of all ages, and parents can guide their children in developing these practises. Here are a few points to start the coaching process:  8.1. Ask open-ended, process-oriented questions about their thinking process, such as: What are you thinking? Why did you do it that way? Why did you react the way you did? How could you handle that differently? How do you intend to study? How do you know when this (task) is finished? 8.2. Have conversations with your child about learning, strategies and resources they intend to use, and how to determine what’s working well or not.  8.3. Model the practise to your child by explaining to them how you monitor your learning, how you adjusted your thought processes, and what the outcome was as a result.  9. Build confidence and morale. School is challenging for the ADHD- diagnosed child and their self-esteem will take a knock. Parents and caregivers can also be very critical at times and point out weaknesses. Remember to focus on your child’s strengths, and use positive reinforcement tools to build their self-esteem.  10.Create calm and connection. A child’s development is significantly impacted by their parents’ stress levels. While parenting an ADHD child is stressful, it’s important that you don’t transfer your own stress onto your child. Creating low stress environment by practising self-control during stressful situations will give your child the security they need to thrive.  As a trusted provider of central nervous system medication and understanding the difficulty parents face when raising children with ADHD, Pharma Dynamics has partnered with leading health tech company, Augmental Technologies, to launch an innovative app, geared at empowering parents. “The Tracto app allows parents to invite teachers, healthcare professionals and other caregivers of a child’s care team to monitor symptoms and side-effects collaboratively, stay on track by setting reminders for medication, activities and assessments and to keep a digital history of their child’s care journey and response to different stimuli. “Beyond medication and behavioural therapy, a well-coordinated care team is at the heart of an effective treatment plan for children with ADHD,” says Jennings. Pharma Dynamics’ Tracto app can be accessed via either Google or Apple app stores or downloaded here.

March 24, 2022
Glenoaks Remedial and Special Needs School

Routines for Special Needs Children

How little steps guarantee great results Many children with special needs feel overwhelmed by daily activities such as brushing teeth or getting dressed. A daily schedule of activities with predictable routines for each activity can make the world seem less chaotic and frightening to them.  Understanding Schedules and Routines A schedule represents the main activities that happen across your child’s day. Routines are the activities that happen within your schedule. They are repetitive and usually involve a series of little steps. One example of a daily routine is your child’s morning routine and all the steps involved: getting up, going to the bathroom, brushing teeth, getting dressed, having breakfast, packing a school bag, and getting in the car. Children who understand the steps in routines quickly accomplish tasks with little or no adult assistance. Essentially, once taught, routines are daily activities that your child will be able to complete with no assistance. Bear in mind that ‘no assistance’ does not mean ‘no support’. It is important to note that your child’s preferred mode of learning is visual over verbal. Therefore, support can be in the form of a visual schedule or checklist that uses simple language and pictures/symbols. Pictures and symbols make the schedule more real and serve as reminders for your child. The rule of thumb for routines is that visual support must be provided at your child’s level of understanding.  How schedules and routines help  A consistent daily schedule combined with step-by-step routines helps create a predictable day. Children with special needs feel more confident and secure when their daily activities are predictable and familiar. Everyday activities and routines can provide comfort during challenging and uncertain times. Routines can help them understand what is expected of them in specific environments and life situations. As they can predict what will happen next, how people around them will behave, and what they will need to do, anxiety, as well as maladaptive behaviours, are reduced. Essentially, schedules and routines at home/ school help children with special needs:  Feel in control of their environment Feel safe, secure, and comfortable Know what is happening now and what comes next Know how to do an activity or task Engage in learning The positive effect of routines on maladaptive behaviours Both research and experience tell us that it is more effective to build positive behaviour than control negative behaviour. Routines can positively affect your child’s ability to complete routine tasks. At school, routines positively affect their academic performance as well as their behaviour. One proactive strategy I use as a teacher is to adopt consistent classroom routines. Establishing a consistent and predictable routine helps my students complete tasks without my assistance. By doing this, I accomplish two objectives: my students have the opportunity to learn and I can devote more time to actual teaching. I also make use of interactive routines to teach functional communication such as getting the teacher’s attention, appropriate group behaviour, and how to participate in discussions. Using routines at home As a parent, using routines will free up time for you to devote to other things. For example, a routine will help simplify a complex environment like your home and inform your child exactly what to expect, what is expected of them, and what behaviour is acceptable. Routines will allow your child to quickly accomplish day-to-day tasks. Routines will also help create smoother transitions between activities, allowing for fewer opportunities for disruptions to occur. Fewer disruptions result in fewer outbursts and meltdowns. In addition, when your child is expected to complete routine tasks, they have the opportunity to learn greater responsibility and self-management.  Routines can also help you teach your child the following: Appropriate social skills Communication skills Self-regulation Your core values and beliefs Establishing Routines To identify potential routines for teaching, all team members who live with and/or work with your child should analyse a typical day and list all the tasks your child has to do. The next step is to perform a task analysis. This involves analysing a specific activity and breaking it down into its individual steps. I suggest that parents and teachers select sequences of activities according to the time of day. For example, a common sequence on a school day morning may be to take off pyjamas, get dressed, eat breakfast, wash up, brush teeth, pack a school bag and get in the car. During school, routines would be related to school activities. It is very helpful for parents and teachers to work together to establish routines.  Implementing Routines   Your child has to be taught the routine steps systematically until they have mastered the routine. Mastery of a routine means your child can perform all the steps in the routine without adult assistance or prompts. The more systematic and consistent your routines are, the faster your child will learn them. Once taught, these steps should be reviewed and retaught frequently to ensure your child does not deviate from the routine. Children with special needs perform better if there is consistency between your expectations, their responses and your feedback. If you find that your child has made changes to the routine, it may be necessary to review your expectations, then model and provide them further opportunity to practice their performance, to restore a sense of consistency and order. Too many changes will make the routine unpredictable. This could result in your child becoming confused and anxious. Change must be communicated before it happens, using simple language /pictures/symbols. Make sure there is enough time for your child to complete tasks without feeling rushed. Make time to relax into the routine. This will further reduce any anxiety.  Using rewards to reinforce routines Providing a reward for completing a routine helps make it a positive experience. Rewards can be anything your child enjoys such as praise, time doing a favourite activity, or attention. Keep in mind that rewards must be earned and not used as bribery. Rewards must also be age-appropriate. Before a routine becomes familiar and

February 17, 2022
Glenoaks Remedial and Special Needs School

GLENOAKS SPEARHEADS CHANGES TO DISABILITY TAX LAWS

Glenoaks Remedial and Special Needs School has shown once again that our passion to meet the needs of our children is as strong as ever. Glenoaks School made a stand by challenging the changes to the disability tax laws put in place by SARS. In so doing, we sought to protect the rights of learners with special needs (LSEN) in our community. LSEN, and their parents, experience daily societal stigma that exists towards them. As a school, we could not stand back and allow our community to endure more pressure and have a law impede on their abilities as individuals. This would be the likely impact of the amendment to the list of qualifying medical expenses, as it read before our successful challenge thereof.  Section 6B of the Act allows a taxpayer to claim a tax rebate on qualifying medical expenses (expenses incurred in consequence of a disability). The amendment, among other aspects, limited parents in terms of how much they were able to claim back from SARS. The list, as it read in 2012 and until 2020, allowed parents to claim a percentage of school fees on the difference between a private special educational needs (LSEN) school and the closest public school to their home. The 2020 amendment stated, however, that this comparison would now be a percentage of school fees between an LSEN school and the closest fee-paying private school (not specializing in supporting learners with special educational needs). The difference between these two comparisons was, in many instances, profound. What defines an LSEN school? In short, our schools identify each child as an individual, with individual strengths, potentials and areas where they require accommodations and adaptations. This may mean differentiated lessons, adapted work levels, adapted pace, adapted content preparation and presentation, revision, and repetition of tasks in various methods, observing, assessing and reporting – constantly meeting a child at their developmental, emotional, vocational and academic level. This within a small class setting, so that this level of support is possible. Our learners’ developmental ages differ from their chronological ages in certain or all respects. The Learning and Developmental theory of Vygotsky states that as human beings, we learn within a zone of proximal development. Therefore, we need to identify what a learner is currently capable of, and then identify where they need to be. Our role is to find professional strategies to enable a child to reach their potential in a variety of academic and vocational areas. Ultimately, our learners require far more than a basic education. They need to work so much harder than many others do.  As many parents reading this article will know, quality schooling opportunities for learners with remedial and special needs are currently limited within the public schooling system. In the majority of cases, the only option for parents is to place their children in a private school environment that can meet their needs.  With the 2020 list in place, many parents would not have been able to afford private LSEN schools, and the amendment would have put extra pressure on an already struggling public educational system. The result would have been learners who were not placed or are incorrectly placed at schools. Private special needs and remedial schools, like Glenoaks, exist and have existed for years, largely because parents can receive financial assistance from a fair tax rebate. When we became aware of the 2020 list, Glenoaks hosted a parent meeting where an expert in the field discussed the amendment and the implications to follow. With the support of our parent body and school board, our next step was to seek the legal opinion of constitutional law practitioners. This expert opinion confirmed for us that we had to fight for the rights of the LSEN community.  Glenoaks initially collaborated and was involved in many consultative processes; all, over the course of 2 years, proving to be ineffective. We were forced to take our case to the level of litigation. We were so grateful to receive the support of a group of advocates and legal professionals who gave up their valuable time to help Glenoaks stand up for this cause. The Equal Education Law Centre, represented by the Centre for Child Law joined us, and together we forged forward challenging systems that were meant to uphold our children’s rights. Our small group put it all on the line to stand up for the rights of the special needs community. On 29 October 2021, SARS reverted to the previous list. Glenoaks is sincerely grateful for this decision.  Interestingly, this journey has taken Glenoaks back to our roots. Glenoaks School was started by Dr Lorna Swartz, a qualified Psychiatrist. In the 1960’s her daughter started to display extreme impulsivity and distractibility. Nobody at this time could provide her with support or advice. She travelled to America where she sought the assistance of a variety of professionals. Dr Swartz then returned home and started her own school, determined to make a difference in the lives of children with special needs. Dr Swartz is reported, in an interview (https://myinclusivecourse.wordpress.com/2016/07/06/dr-lorna-swartz/) to have chained herself to a government building, demanding that the government make changes to their education system. Eventually, she was able to establish a formalized and registered school. This, being the time of Apartheid, also included Glenoaks opening their doors to a variety of children, from different racial groups, with special needs.  Glenoaks’ hope for the future is to provide further financial support to learners through the help of individuals or businesses who may be able to offer bursaries or donations. In addition, we would like to share our knowledge to empower university students and educators to be able to provide more support to their own learners in all educational streams.  Ultimately, Glenoaks wants to enable the potential of as many children as we possibly can. Glenoaks has proven that we are a school with enough heart, courage and commitment to protect and vindicate the rights of both our children and their parents. GO Glenoaks,

January 12, 2022
Glenoaks Remedial and Special Needs School

Nurturing in Education

Parents have children because they want to nurture. Teachers teach because they want to nurture. People who work at a school, want to nurture.  Nurturing begins with the basics. Environmental provisions like shelter, sanitation, food and medical care should go without saying – mandatory rather than ‘nurturing’, and there are many people who work tirelessly to reach these goals. Education in particular is the perfect opportunity to build on those basic human needs and also address the more emotional aspects of well-being. It is a place that our children spend a significant amount of time and academic learning is made possible by not only addressing intellect but social-emotional development too. Consider your child’s day. Who do they encounter? Not just their teacher for sure. There may be a security guard or someone screening for entry, a secretary and perhaps a gardener as they make their way to a gathering of friends with a dedicated teacher and a principle holding everyone together.  Does the person ensuring your child’s safety receive a friendly greeting? The screener a polite acknowledgement? How about that hero who keeps the school up and running behind the scenes and fields endless phone calls a day? And the ground staff beautifying our places of learning?  Here I would like to suggest that an atmosphere of nurturing is expected between a teacher and the children, but that teachers are not the only contributors to your child’s care at school. As such, everyone at the school deserves as much respect and understanding of the role they play in the lives of our youngsters. For our children to mature in their own way, they should also be taught the value of all relationships around them and be encouraged to foster them. Positive relationships are central to both learning and well-being. Connections do not exist in a void and that means that parents shoulder some responsibility towards fostering a supportive environment around their children. At the heart of any nurturing is communication.  What is needed, what is offered, what is / isn’t effective, what to change and how to get there together. Nurturing requires a massive amount of patience and it’s not unusual to find parents only too happy to deliver their children to school- and on the flip side for teachers to be only too delighted at the end of the school day. Teachers love holidays and parents love the first day back and so it goes. Not because parents or teachers dislike the children, but simply because nurturing is exhausting. That is why it takes a village. How does a school create a nurturing environment? There are many studies and articles exploring what does or doesn’t make for a nurturing environment, but at its core the researchers all agree that nurturing is essential to developing emotionally robust, academically stimulated and morally sound kids. At school, teachers need to foster this growth in countless learners and that is where parenting is critical to supporting a nurturing state in their child’s education.  It can’t always be so, but where possible, parents select particular schools because they reflect the values of a family. Because they are considered safe and the staff trustworthy. Because a parent is satisfied with the learning opportunities and experiences provided. Similarly, a school needs to live up to the expectations of the parents who have entrusted their treasures into the care of the establishment, encouraging social-emotional well-being, positive relationships and academic development. An illustration of a familiar example at school: There may be a particular concern, either at home or school, both parties (parent and teacher) may be defensive however both have the child’s best interests at heart. Children, teachers and parents are fallible human beings and mistakes will be made and disagreements will be had. If a relationship has been fostered between caregivers and trust has been earned, intentions are transparent and more attention can be given to the situation at hand and in a nurturing way, the concerns can be addressed. Similarly, the child has been shown a healthy, cooperative approach to problem solving- even if parties disagree, as long as it is done respectfully and with the child’s well-being in mind. Generally speaking, academics agree that the process of nurturing children both at home and at school, consists of numerous principles: Children’s learning is understood developmentally, in other words realistic attainable goals for the individual and different children have different learning styles. A safe and consistent place that is kind, tolerant and inquisitive is necessary for learning. Well-being of the child is paramount, and self-esteem should be a priority. Communication is vital and everything possible should happen to encourage reciprocal conversations between parents, staff and children. All behaviour is communication and all parties, while instilling school and home values, should intentionally consider the reasons that may cause a particular behaviour. Any transition in a child’s life is tough and often involves relationships changing too. Support and sensitivity ensure a safe, stimulating environment. In discussing what makes for a nurturing environment, concern is primarily placed on what is best for the child, without considering that nurturing people need as much care in order to be able to pass it on. Salaries are not the nurturing I am referring to. Everyone needs respect, validation, encouragement, and support. To create a nurturing environment in education, it holds true that nurturing should be a priority all round, from each relationship, communication, and interaction, be it teacher to child, child to child or any staff members to each other.  Communication and respect are key to nurturing our children to reach their potentials as individuals, while learning to nurture in return. Written by:  Dana Altini (Speech-Language Therapist) – Glenoaks Remedial and Special Needs School

December 8, 2021
Glenoaks Remedial and Special Needs School

UNLEASHING POTENTIAL THROUGH MULTI-DISCIPLINARY THERAPY AT GLENOAKS REMEDIAL AND SPECIAL NEEDS SCHOOL

A young poet, Mattie Stepanek, once said: “Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved.” The multidisciplinary team (MDT) working at Glenoaks remedial and special needs school, epitomises collaboration through its remarkable interdisciplinary approaches that aim to enhance the potential and learning of every child in our school. It is only through collaboration and the sharing of knowledge, that one can optimise learning.  An integral part of the MDT team at Glenoaks School is the passionate therapy team. The primary purpose of any therapy is to increase a child’s participation, independence and engagement in activities that are relevant to their life. Glenoaks’ therapists are onsite for the full school day which allows them the opportunity to provide therapeutic intervention based on the learner’s individual needs. Intervention occurs individually, in pairs, in groups or even within the classroom itself to ensure carryover of skills being learnt. Glenoaks’ therapists provide not only assessment and intervention services to the learners but also support and guidance to the teachers and parents. They are involved in every aspect of learning and take part in case discussions, placement decisions and termly parent feedbacks – which provides the opportunity for parents to gain information about their child’s areas of strengths and difficulties holistically.  THE DIFFERENT THERAPEUTIC DISCIPLINES OFFERED AT GLENOAKS INCLUDE:  Psychology Our Psychologists primarily focus on the emotional well-being of our learners. An eclectic therapy approach is utilised, which is flexible and multifaceted.  Many children experience problems that affect how they feel, think or act and therapy helps them with this. The aim of therapy is thus to assist our learners to overcome behavioral, emotional and social problems that interfere with success at school and at home.  Therapy helps them to cope better, communicate better and do better. Through talking, playing, drawing, practicing new skills and solving problems, learners display: Improved communication and personal skills Ability to manage stress more effectively Better expression and understanding of emotions Improved self-esteem and confidence Improved problem-solving abilities Our Psychologists also provide parental guidance, to assist parents in supporting their children to reach their full potential and offer parent counselling, by providing a space for parents to discuss and explore their own emotions with regards to accepting and understanding their child’s areas of weakness and celebrating their strengths. Occupational Therapy Our Occupational Therapists use an interdisciplinary and multidisciplinary approach to assess and treat learners with challenges in the areas of gross motor, fine motor, visual perceptual development, as well as sensory processing. The aim of Occupational Therapy in the school environment is to enhance a learner’s ability to fully access the learning environment and actively engage in the learning process so that they may participate in all aspects of school life (academic and non-academic). Our therapists use a variety of games, sensory activities, functional activities and academic-related tasks to meet these outcomes. In addition to this, the learning environment is taken into consideration, with classroom and activity accommodations recommended and implemented when necessary.  Speech, Language Therapy and Audiology Our Speech Pathologists and Audiologists primarily focus on the assessment and treatment of social and cognitive communication difficulties. One of the most crucial aspects of learning is the development of communication skills. In order to communicate however, children require language. Reading, writing, listening, and speaking are all forms of language and proficiency in the understanding and use of language will enable a child to be able to cope better at school. Speech and Language Therapy is therefore provided to students who present with delays or deficits in communication that are impacting on their social and academic performance.  Our therapists focus on developing the learner’s speech, voice, fluency, auditory processing and receptive (understanding what is said) and expressive (expressing one’s thoughts logically and coherently) language skills in order to support their interpersonal communication and curricular goals. Through collaboration with the MDT, our Speech Pathologists aim to improve and facilitate success in oral and written communication, executive functioning, literacy, critical thinking and reasoning. Remedial Therapy Our Remedial therapists focus on assisting learners overcome or cope with their academic difficulties. Remedial therapy, also referred to as learning support, acknowledges the potential of learners to grow at their own pace towards their maximum level of independence in their academic learning. Our therapists focus on developing and improving reading, reading comprehension, spelling, writing, and mathematical skills.  Individualised strategies and practising learning styles of choice are used to support learners in reaching a level of achievement according to their unique abilities. The remedial therapy department works in collaboration with people from the multidisciplinary therapy team, family and community to which the learner belongs, to accommodate and meet specific support needs. Robert John Meehan said: “Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” Successful children become successful adults who have a good self-esteem and self-worth. They enjoy learning new things and are not afraid to explore new avenues. Glenoaks’ MDT team nurtures our learners to achieve their potential and achieve success – whether it be academic or within the more practical realm. Authors:  Meera Rijhumal – Speech Language Therapist & Audiologist – Glenoaks School Karen Jacobs – Speech Language Therapist and Audiologist – Glenoaks School

November 5, 2021
Glenoaks Remedial and Special Needs School

The Power of Play for children with special needs

“It’s a happy talent to know how to play” – Ralf Waldo Emerson Why play?  As therapists we are often asked by parents, “What can we do at home to support our child’s learning?” Without a doubt, play is one of the most effective learning and therapy tools available to children and their families, and it is the “homework” we are the happiest to prescribe. Play is of benefit to not only the children in a family, but to the adults too, with the result that it is a win-win situation all round and it leads to happier children and families. When one considers the following quote from Dr Karyn Purvis it is difficult to think of any valid reasons not to be playing with our children: Scientists have recently determined that it takes approximately 400 repetitions to create a new synapse in the brain. Unless it is done with play, in which case it takes 10-20 repetitions. Physical and mental health benefits In our current state of uncertainty and world-wide stresses, physical and mental health are our primary concerns. Healthy brain development and maintenance relies on stimulating the brain to make efficient and effective connections between nerve cells. These connections apply to ‘visible’ skills (such as motor skills) and more abstract skills for language, cognition, social and emotional development. Play is a ‘safe’ way to experience the world and test our skills. Games that require movement are excellent for stimulating physical health and motor skill development. This may be through the use of large movement e.g. jungle gyms, trees and open spaces like parks, or through the use of small movements with hands and fingers e.g. moving pieces on a board or building Lego.  Cognitive benefits  While all play facilitates brain development, some activities are more directed towards cognitive skills like reasoning and planning. These activities are not limited to board games. The child who enjoys re-enacting Star Wars or My Little Pony uses imagination, memory, reasoning and planning but perhaps to a different degree than the child playing Checkers or Monopoly.  Social and communication benefits Games like 30 Seconds, Trivial Pursuit and Pictionary require cognitive skills but focus the ability to communicate clearly using memory, recall, understanding and explaining. Again, imitation and re-enactment activities develop similar communication skills but also have a greater element of socialisation opportunities, including a different type of trial-and-error problem solving, negotiating and understanding social cues.  All play requires an element of impulse control which is developed through experience but social play also requires a higher degree of emotional regulation and empathy, leading to a safe place to practice life lessons. Playmates teach each other skills needed for game play and learn to use direction and explanations. A vital role of social play is the development of interpersonal relationships. Friendships and positive experiences relieve stress and provide pleasure. What to play? Many things influence the play chosen by children and adults – some practical and others adapted from traditional rules and experiences. The number of players and their ages are important for appropriate game selection, as is the need for teams or individual play. Will the play be structured (rule-bound and directive) or unstructured and creative? What interests the players and is the necessary equipment available? Remember that games needn’t be bought and creating a game can be fun in itself. Play is only fun if it is appropriate for the players, so it is sometimes necessary to adapt games for physical, cognitive, linguistic and social differences. Developing skills mentioned before, occur during the pleasure of play, so forcing a child with extremely diverse needs to play in the same ways as others in order to ‘teach’ them, is neither productive nor pleasurable. How can I adapt games? If mobility is a challenge e.g. cerebral palsy affecting movement or the use of a wheelchair or crutches: Size up by using bigger balls for ball games e.g. a plastic soccer ball to play tennis. Lighten up by using lighter balls for ball games e.g. volleyball with a balloon. Adjust rules e.g. if a child in a wheelchair is playing basketball that child can carry the ball in his/her lap instead of dribbling. Adjust pace e.g. balloon volleyball. Use accessible areas e.g. flat, open spaces. Buddy up – find a friend to push the wheelchair or assist with mobility – it’s ok to ask for help. If fine motor control is a challenge e.g. hand grips: Use a universal cuff – usually for holding eating utensils, but can be used for play as well.   Use a card holder for card games. Non-slip mats under game boards (from most hardware stores). Prestik under game tokens/pieces. Size up e.g. use larger playing pieces or garden size games; build up tools and playing pieces with foam. If vision is a challenge: Texture components using velcro, glitter glue or craft foam from stationery stores. Use games with sounds/sound activated. Include as many senses as possible. Use garden size games. Prestik under game pieces. If language, speech or literacy is a challenge: One-on-one play initially. Subjects of interest with predictable language. Use clear, short sentences/explanations. Emphasise important words e.g. nouns, verbs, prepositions. Slow down and use repetition Model correct responses for your child at just above your child’s current language             level. Allow the child to lead too. Use signs, gestures or pictures if they are effective. Shorten the duration of the game. Help if necessary. Remove some steps of the game if it is too complex. Types of play Understanding play may be limited to our own experiences, but the diversity of play activities is massive, from something like a stick imagined as a wand, sword or conductor’s baton, to a complex and strategic game of Risk or Chess played for days. Different types of play develop different skill sets and variety provides more holistic development and more opportunities to develop interests and sources of pleasure. Play can be unstructured and creative or rule

October 6, 2021
Advtech Group

What to do if your child’s educational needs changed over the past year

Over the past year and a half, the pandemic threw the educational journeys of learners into disarray. Many schools responded with mitigation measures that resulted in a variety of impacts and outcomes on learners. At the same time, the educational needs of many learners have also changed. Learners that seemed to be in the right place and on the right track at the start of the year are now finding that this may no longer be the case. As parents start considering their children’s educational options for next year, they must be aware of a variety of different offerings which may provide a better fit for their children’s current situation and needs. Education experts say that there are options available to learners requiring more tailored or niche offerings or environments. “Many parents often do not consider the idea that they have alternative choices instead of remaining in an environment that no longer serves their children to the degree it did before,” says Desiree Hugo, Academic Head at ADvTECH Schools, SA’s leading private education provider. She says the past year and a half has taken a tremendous toll on parents and students in various ways, and that many students who performed well and were doing well emotionally and developmentally before, are now struggling, necessitating the consideration of alternative approaches or specialist interventions. Dr Jacques Mostert, Academic Manager at Abbotts College, says whereas a child’s school and academic experience may have been suitable for them and made sense before, that may no longer be the case. “It could be that the environment changed because of the last year’s experiences, that the needs of your child have changed, or both. Where learners are no longer rising to their potential, particularly in the wake of observations over the past six months, and where mid-year reports indicate there are areas requiring attention, parents should review the existing conditions and, if need be, make changes in consultation with professionals,” Dr Mostert says. He says some learners may require smaller class sizes with more individual attention, a learning environment with a more rounded approach, mental and emotional health assistance, a less structured setting, or specialist support to ensure they overcome challenges and realise their potential in future. But making a move requires an understanding of what alternatives are on offer, he says. ASSISTED LEARNING Dr Greg Pienaar, Principal at The Bridge, South Africa’s leading assisted learning school, says that over the past year, parents may have noticed their children present with needs not seen before, such as ADHD, ADD, dyslexia, mild autism, or anxiety. Children also might have been through illness or trauma which affected their academic progress. “Many children of average and above-average intelligence face these kinds of challenges and require an environment with an understanding of and response to neurodiversity. Few mainstream schools, especially in the current environment, are in a position to provide the focused yet comprehensive support these learners require to perform to the best of their ability and become confident, empowered and self-actualised,” he says. “So if you have noticed or have had confirmed challenges that would require therapy, coaching, greater individual attention or the like, it is worth considering a school which will help your child deal with and overcome these challenges while continuing their academic journey.” ONLINE SCHOOL Some learners were fortunate enough to attend schools that could provide a high-quality online offering during lockdowns and continue the curriculum without interruption. Most of them were happy to return to in-person schooling when the time came. Some realised that the online learning environment was more suitable to their personality and needs and may now be considering a permanent move to online homeschooling. The consideration of online homeschooling has also become a reality for many families reviewing their futures and who may be considering a move elsewhere but would like to keep their child’s routine intact should circumstances change. “If you are considering homeschooling, you must do your homework thoroughly before choosing a curriculum provider, as the quality of offering varies substantially across the board, and so do outcomes,” says Colin Northmore, Principal at Evolve Online School. “Of course, it is non-negotiable that parents investigate the registration and accreditation status of an institution. That is not enough, however, as a school must also be able to show that it can provide the highest quality of academic excellence online, while supporting the integrated development of a child through providing ample interaction with peers and educators,” he says. Online learning that merely provides a paper-behind-glass style curriculum makes it extremely difficult for students, especially young ones, to get deeply involved in and excited about their learning journey. “So when deciding on an online homeschool offering, prospective parents must enquire about the efficiency of the technology and the logistics of an offering, as well as whether they will have access to qualified educators to step in and assist them should the need arise,” Northmore says. NON-TRADITIONAL SCHOOLS Dr Mostert says setting out on a new path may mean simply allowing a learner to continue within a differently structured and more nurturing environment. “If things are not going well for a learner, and parents are starting to get concerned about their current trajectory, it might be worth looking for a high school that will allow a learner to continue within a setting focused on progressive academic improvement. “Every student can develop and achieve academic success, but if you are feeling overwhelmed and in a rut, it is not easy to lift yourself out of this space or even to see the way forward. For these students, an environment that focuses on progressive academic improvement and individual support, instead of strict rules related to, for example, hair and uniform regulations, can mean the difference between continued sadness and success.” This time of year, in general, is an excellent time to review the educational options for the year ahead after reviewing progress and development over the previous six months. In 2021, that is more true than ever, says Hugo. “As we have

September 13, 2021
Glenoaks Remedial and Special Needs School

OAK HOUSE VOCATIONAL ACADEMY FOR SPECIAL NEEDS LEARNERS

Glenoaks is a private remedial and special needs school in Johannesburg that unleashes potential!  We nurture academic, functional, social and emotional growth for learners and personalise support according to the needs and strengths of each learner. We create a nurturing and inclusive environment for our learners which is supported by our dedicated, passionate and professional team. We achieve this through innovative adaptation, accommodation, differentiation and individualisation for each learner. Oak House Vocational Academy, part of Glenoaks School is aimed at learners between the ages of 12 and 18 who have special needs and the potential to eventually be more independent and enter the open labour market.  What the future holds for learners with special needs  Learners in South Africa with special needs experience significant barriers in terms of their education and future prospects as adults. Many of these learners will not achieve a Grade equivalent education, which in turn prevents them from entering tertiary institutions or the workplace. This can be a difficult fact for parents to accept considering that society still perceives academic excellence as the ultimate achievement and determinant of success.  At Glenoaks we believe that some learners are academically inclined, and others are functionally or practically inclined, which is simply an indication that a different way of learning is needed, and that more practical outcomes can result in the kind of success that is required for life and for many jobs. We believe in unleashing a learner’s potential, encouraging them to persevere through the challenges and focus on the possibilities! Many parents comment that our curriculum should be taught in all schools to all children because life and work skills are critical for survival, and seriously lacking in learners who are leaving the traditional school system. Oak House Vocational Academy Oak House Vocational Academy was conceived from the need to provide an appropriate setting for specific learners with special needs from our school, and from the broader community, whose abilities and needs are not met in an academic setting. After intense research and planning both locally and abroad, a blueprint was formulated for our vocational academy – highly particular, uniquely crafted and finely tuned to Glenoaks’ vision. Our Curriculum Life Skills Our students are taught a creatively crafted curriculum which includes functional English and Maths, social skills; business skills; entrepreneurship; IT and admin skills; world knowledge; home management; hospitality; gardening; crafts and enterprise. Learning across subject areas is practical and integrated, so that learners understand the purpose of the skill, can transfer that skill to other tasks, and experience an end goal which is tangible. When learners can see and participate in a process from start to finish, they tend to retain skills far better, they get excited about learning and start demonstrating more independence and maturity at home.    An example of this approach is that learners will create a shopping list for a recipe; they will learn to purchase those items from a shop and understand the costs; they will plant and harvest some ingredients; make the recipe, sell the food to customers, and explore concepts such as profit and loss. This holistic style has exposed learners to relevant skills in English; budgeting and money management; shopping; growing produce; food preparation; packaging; admin (stock take, order forms); teamwork; customer service; understanding deadlines and appropriate social skills for different environments. Work experience Oak House Academy 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 by the time they graduate. All learners gain the skills required for entry level jobs, and focus on critical social skills, appropriate behaviours and attitudes required in the workplace. Learners in the external work experience program are gaining exposure to a variety of industries and businesses including retail; IT; hairdressing; production line; garden nurseries; schools; sport; robotics and many more. If further training or employment opportunities exist for a graduate, those are facilitated and supported by Oak House Vocational Academy. In 2019 the first group of learners graduated from the Academy and successfully commenced with further training, part time or permanent employment. Here are just a few of our very capable learners at work experience. These young men and ladies, who would inevitably have very limited opportunities to gain meaningful employment, are using their strengths to add value to their work experience sites, learn important workplace skills, explore their strengths and change perceptions about people with special needs in the workplace. Keila is gaining experience with the merchandising team at Moishes unpacking stock, restocking and organising shelves, packing orders for customers and pricing stock. Qhawe is doing work experience at Lesco on the production line, assembling various electrical products for large retailers. James is hosted by Tumbling Tigerz where he assists the coaches to set up and pack away equipment for obstacle courses, demonstrates activities to the children, and encourages them during sessions.  On her work experience days, Sabrina assists the operators at Blue Door Hair Salon to clean, straighten and dry foils. She folds towels and cleans basins, brushes and the hairdresser’s work stations. Jack is a tech wizard and is gaining experience at Stem Dynamics, a robotics company. He is learning programing and coding and using resistors and transformers to build working circuits. He also assists younger students in their weekly coding lessons. Khotso has an artistic flair and loves his work experience at Greens Vintage Lane where he uses special paint techniques to assist with refurbishing small pieces of furniture and décor items which are sold in their shop. Aligning with local and international standards / programs From 2022 the Academy will integrate the ASDAN programs and courses into the curriculum. ASDAN is a UK based organisation offering a variety of accessible and practical courses for learners with special needs focusing on personal, independent living and employability

September 8, 2021
Glenoaks Remedial and Special Needs School

Your children with disabilities want to do it themselves!

From my 20 years of professional experience and a lifetime of personal experience with disability I can honestly say that helping your children with disabilities to learn and participate in activities of daily living is probably one of the most important things you will ever do for yourself and for them. Activities of daily living (ADLs) are essential and routine self-care activities that most young individuals can perform without assistance. The concept was originally proposed in the 1950s by Sidney Katz and his team at the Benjamin Rose Hospital in Ohio. Healthcare and educational professionals often use a person’s ability or inability to perform ADLs as an indication of their functionality, particularly in regard to people with disabilities. A person’s ability to safely care for themselves will significantly impact on their quality of life, will set the stage for future performance in school, work and independent living, and determine their need for different levels of care and support in adulthood. Most people engage in daily tasks, almost automatically with little thought. But for individuals with mental and physical impairments, these essential daily living skills can present barriers to leading a happy, healthy, fulfilling life. Types of Activities of Daily Living (ADLs) ADLs are skills needed to manage one’s basic physical needs, as well as more complex activities associated with living independently in the community. They include a person’s ability to: Move around independently. Use the toilet independently. Feed oneself. Bathe / shower and groom oneself.Drive or organize alternative means of transport to get around.  Shop for groceries and other items like clothing. Prepare meals.  Pay expenses, use a banking service and manage money. Clean a home, do laundry and basic home maintenance. Communicate using technology. Obtain medication and take as prescribed. Do you do too much for your child? When children are young parents intuitively take over the executive functioning role of their child’s brain. They make important decisions for their children, organize their lives, and create structure and routines.  Most of the time, the responsibility for these processes moves from the parent to the child as they get older. This is an important part of a child’s development, and a clear indication of this is when children start saying ‘I want to do it myself!’ But what about children who have barriers to learning or disabilities? In these children their executive functioning skills are often compromised, negatively affecting their ability to naturally learn important life skills. These children will need more help and support to participate in ADLs and become more independent. This can be an emotionally taxing and time-consuming burden for parents and becomes a dysfunctional habit which disempowers children and increases stress, burnout, and resentment for parents. Why parents do too much for their children Parents tend to be more protective of children with disabilities, believing that their children won’t manage these responsibilities. Some parents feel sorry for their children with disabilities and believe they shouldn’t have more responsibilities when they already find many aspects of life challenging. It takes a lot of time, energy, and patience to teach children with disabilities to be more independent. Parents struggle to set aside time for this with the demands of work, running a household and caring for other siblings. Many parents believe their children with disabilities will learn daily living skills naturally when they are older and that there is no reason to start earlier.  Children are very aware that parents or the helper manage these tasks at home, unfortunately creating the perception amongst children that they will never have to do these tasks themselves.     Benefits of teaching your children daily living skills The benefits of teaching your children ADLs are endless, and although the choice to do this could be perceived as the more difficult option, it certainly results in long term advantages for both parents and their children. Increased independence. Improved confidence and self-esteem. A sense of purpose. Reduces the burden on parents. Teaches responsibility and perseverance which are critical life skills. Improves a child’s chances of being a more independent adult.  Builds an understanding of following structured activities which is vital for entry into the workplace.  Introduces the concept of being rewarded for ‘work’ if incentives are used.  How to teach daily living skills Teaching a child with a disability to be more independent will require some planning and different approaches to ensure a positive and successful experience. Do the tasks with your children. Children with disabilities learn and retain information better when the skill is demonstrated, and they can model someone else doing it.  Step1: Let them watch you first while you explain what you are doing. Step 2: Allow them to try small parts of the task while you instruct, watch and guide.   Step 3: Prompt them to explain to you what needs to be done, allow them to try on their own, observe, assist only if needed and give feedback.  Step 4: Leave them to do the task on their own by following a checklist and give feedback once complete. Teach the task where it usually happens – if you are teaching your child to use an ATM do so at a real ATM so that learning is more tangible. Break the task down into simple steps. This helps explain the correct sequence of events so that children know where to start and what comes next. Use visual reminders – checklists, a photo sequence, rosters, and videos. Visual tools work best for children with disabilities and should be exciting to look at, visible, accessible, and linked to a child’s interests where possible.  Explore using assistive devices and technology that make elements of the task easier to manage such as alarms, reminders, and adapted / assistive tools. Advances in technology and creative tools can make the impossible possible. Continuously praise and reward. Positive reinforcement is so important for children, it encourages them to keep trying and helps them to believe in their abilities. Use star charts or a points system and link achievements to

August 12, 2021
The Bridge Assisted Learning School

PARENT SURVIVAL KIT – ADHD

Most parents would never ignore their child’s broken bone or obvious signs of physical injury. Yet, when it comes to a child’s mental state and someone tells you that your child has ADHD or that your child needs medication! Panic sets in. You are not sure what all of it really means. However, what you do know is that you definitely are not keen to medicate your child.  However, you are told that without meds your child is likely to make limited academic progress. So, where to from here? All is not lost Your child will be ok! There are many paths to follow, but having ADHD is definitely not the end of the child’s world. It is unfortunately a fact that if you take no action whatsoever, then your child is likely to battle more than they should at school and during their life. Courses of action The first port of call is to find a deep understanding of exactly what ADHD is? Well, it relates specifically to concentration and focus issues. The ICD-11 states that it is “a persistent pattern (at least 6 months) of inattention and/or hyperactivity-impulsivity that has a direct negative impact on academic, occupational or social functioning.” The ICD-11 further states that the onset of these symptoms occurs prior to age 12 years, typically by early- to mid-childhood.  One of the questions that is often asked is: Is there a correlation between intelligence and ADHD? Research has shown that there is no major correlation between ADHD and intelligence, but children with ADHD are often more adventurous, more likely to be entrepreneurs…, more likely to “think out of the box”, but they will battle with formal, long-term study environments. Most adults work with their ADHD, whether they know it or not, they are likely to choose jobs where they have freedom of movement and don’t always have to rely on a structured environment in order to succeed. Symptoms The actual symptoms as observed by a teacher in the classroom are: Inattention Non-completion of tasks in the allocated time Loss of focus General problems with concentration Self-focused behaviour Interrupting Problems with patience Emotional turmoil Fidgeting Problems playing quietly Avoidance of tasks Daydreaming Trouble getting organized Forgetfulness Do we see these symptoms at home? Most of the time our children are playing or are involved in an activity which they want to be involved in: gaming inside, playing a game outside or doing something relatively passive like watching TV or a series or something similar. When we are able to observe our children attempting to complete a focused task like studying or homework tasks, that’s when we are likely to see some of the ADHD symptoms. If there was anything positive about the complete lockdown, we had in 2020, it was that we as parents we got to see our children’s actual classroom behaviour. If we were able to see their online behaviour, then we were extra lucky. In most instances many parents had the opportunity to observe that their children battle to stay focused and/or complete a task, even though their teacher may have advised them of the situation before.  What about medication? Which meds should we use?  “I have come to the conclusion over a number of years that the possible side-effects as discussed on the medication pamphlets are not always exactly the same for everyone. I believe that each child (person) reacts differently to medication in their systems. From absolutely no side-effects at all, to other debilitating side-effects.”  Should we use stimulant medications? Should we use Long-Acting medications (8 hours)? Should we use alternative prescription medication? Should meds be part of the solution at all? “Well, my advice is to use whatever meds your Paediatric Neurologist or Paediatrician recommends, but to stay in close contact with the medical professional. They need to know how your child is reacting, and how to alter and possibly prescribe something else if necessary. Remember, medication is always a last resort, and when the time comes to use whatever medication, the medical professionals prescribe for a better and healthier way forward.” Toolkit A Parent Toolkit that could assist you along the way is as follows:  A formal assessment by a Paediatric Neurologist (if possible, otherwise a Paediatrician), including questionnaires for the child’s teacher, as well as your input as a parent, and an assessment at some stage of the process by an Educational Psychologist. Understanding that it is a neurological condition. Creating structure, boundaries, and an appropriate environment for learning at school and home. Correct school placement if possible (small classes, and an understanding teacher). Close liaison with the child’s teacher, medical professionals, and all therapists. Medication if recommended by the child’s teachers and therapists, and prescribed by a suitable medical professional. Your child is exceptional and most likely will achieve great things throughout life. Your job as a parent now, is to understand your child and assist wherever you can to help them on their journey to greatness. By: Dr Greg Pienaar, Principal at The Bridge Assisted Learning School

July 13, 2021
Glenoaks Remedial and Special Needs School

Glenoaks Remedial and Special Needs School A look into our Assisted Learning Stream

In the heart of Kensington, lies a hidden gem. This gem is Glenoaks Remedial and Special Needs School.  As a strong establishment of 52 years in remedial and special needs support, Glenoaks offers a unique and comprehensive educational experience for any child who presents with wide-ranging barriers to learning. The school has a specific stream dedicated to learners with special educational needs. This stream is run by a team of dedicated teachers and therapists who are passionate about special needs and strive for each child to reach their true potential. The GOAL (Glenoaks Assisted Learning) Stream caters for learners from the ages of 6 to 14 years, who have special educational needs which inhibit them from learning in the ‘traditional classroom’. Our learners are unique, inspiring and present with a variety of different and individualistic learning styles. Even though they cannot cope with the pace and complexity of an academic curriculum, neither in a mainstream nor in a remedial classroom, they are able to learn within our supported environment – this is because we focus on what our learners CAN do! Each of our learners have differing areas of strengths. Some have promising potential in one or two subject areas but demonstrate functional abilities in other areas and some of them demonstrate strengths with tasks of a practical nature. A placement in the GOAL stream allows for teachers and therapists to work on enhancing the learners’ strengths whilst developing their skills in areas they find difficult without having to abide by a pre-determined curriculum that may not be suitable to their learning style or needs. Our learners all benefit from repetition, positive reinforcement, and reduced time pressure, aiming at developing skills within their levels of ability.  At present we have a Junior, an Intermediate and a Senior GOAL Stream class. These classes are divided according to a child’s age and ability. Our class sizes are between 5 – 7 learners, and the younger classes have a classroom facilitator. This allows for individual attention and support throughout the day.  We also have a multi-disciplinary team consisting of psychologists, occupational, speech and language and remedial therapists, as well as facilitators, all working together to ensure that no stone gets left unturned when it comes to your child’s educational needs. Subjects in the GOAL Stream include life skills, activities of daily living, cooking, supported reading, home management, current events and world knowledge, basic administration skills, computers, drumming, library, sport, social and emotional skills, Occupational Therapy groups, Speech-Language Therapy and communication groups, social skills groups, work experience groups, and arts and crafts. We also work on individualised numeracy and literacy programs with each of our learners. Our classroom themes are all-encompassing themes and many of our activities are ‘out of the box’ to best support learning needs and styles. Older GOAL Stream learners have many opportunities for project-based learning in preparation for in-house work experience. Our core focus for these learners includes developing their life skills, and functional mathematical and literacy skills so that they can be productive and contributing members of society, whether it be within independent or sheltered working environments.   Our school has a warm and nurturing environment. Please spend some time looking at our website, and make an appointment if you wish to come and see our gem of a school! The staff at Glenoaks take inspiration from each child as well as their families, and this poem written by a mom who was asked to describe the experience of raising a child with a disability, has made us look at special needs differently.  It’s like this… Welcome to Holland Written by Emily Perl Kingsley When you’re going to have a baby, it’s like planning a fabulous vacation trip – to Italy. You buy a bunch of guidebooks and make your wonderful plans. The Colosseum, the Michelangelo David, the gondolas in Venice. You may learn some handy phrases in Italian. It’s all very exciting. After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, “Welcome to Holland.” “Holland?!” you say. “What do you mean, Holland?” I signed up for Italy! I’m supposed to be in Italy. All my life I’ve dreamed of going to Italy. But there’s been a change in the flight plan. They’ve landed in Holland and there you must stay. The important thing is that they haven’t taken you to some horrible, disgusting, filthy place, full of pestilence, famine and disease. It’s just a different place. So you must go out and buy a new guidebook. And you must learn a whole new language. And you will meet a whole new group of people you would never have met. It’s just a different place. It’s slower paced than Italy, less flashy than Italy. But after you’ve been there for a while and you catch your breath, you look around, and you begin to notice that Holland has windmills, Holland has tulips, Holland even has Rembrandts. But everyone you know is busy coming and going from Italy, and they’re all bragging about what a wonderful time they had there. And for the rest of your life you will say, “Yes, that’s where I was supposed to go. That’s what I had planned.” The pain of that will never, ever, go away, because the loss of that dream is a very significant loss. But if you spend your life mourning the fact that you didn’t get to Italy, you may never be free to enjoy the very special, the very lovely things about Holland.

July 7, 2021
Glenoaks Remedial and Special Needs School

Glenoaks School – Our remedial stream under the microscope

Glenoaks School in Kensington, Johannesburg, in its 52nd year of operation, runs a remedial stream up to Grade 7, an Assisted Learning Stream for special needs learners aged 6 – 14, and a Vocational Stream (Oak House Vocational Academy) for special needs learners between the ages of 13 and 18 . We strive to ensure an intimate learning environment, with no more than 12 students per class, and therapy programs tailored for individual students.   What is Remedial Education? Remedial Education is designed to assist learners to achieve expected competencies in core academic skills. By closing the gaps between what a student knows and can do and what they are expected to know by a certain grade, we can help learners who have fallen behind academically. Every effort is made to remove barriers that could prevent learners from achieving future success. The Glenoaks Remedial Stream Glenoaks welcomes a wide variety of learners into our remedial stream. We do not close our doors to learners with an IQ below the average rating but assess every child to ensure that they will be a fit for our school, and that our school will be a fit for them. Remedial learners may face any number or variety of learning difficulties, including, but not limited to dyslexia, dyscalculia, ADHD, ADD, ODD, autism and anxiety. Our aim within the remedial stream is to support a learner’s emotional well-being, supporting their learning difficulties, and providing a safe and nurturing environment in which they can flourish academically and socially.  We are committed to providing a learning environment in which all children can meet and exceed their potential. We surround our learners with love, support, and encouragement. Glenoaks follows the CAPS curriculum up until Grade 7, with learners moving on from the school into mainstream, remedial or supportive high schools. This curriculum is offered as an Accommodated Curriculum, in which grade appropriate assessment standards and skills are being worked on within a small class setting and with therapeutic intervention. We also offer an Adapted Curriculum in which learners are offered additional individual assistance and support.  The school offers therapy as part of our school fees, with sessions taking place within the school day. These include Occupational, Speech & Language, Remedial and Psycho-therapy. Therapeutic support is targeted to the needs of individual learners. Some students require support in group settings, such as our social therapy groups, whereas others may require targeted individual therapeutic input in a key academic or emotional area.  Our Academic Support programme supports students as well as class teachers. Teachers and therapists are able to look at teaching methodologies, classroom environments, content of lessons, as well as different learning styles. In our Intermediate and Senior Phase, we offer in-house accommodations to learners as they may require. These academic concessions are put in place during formal assessments (cycle tests and exams). The accommodations include separate venues, a scribe, a reader, a prompt, spelling concessions, maths exemptions, rest breaks, and rephrasing of questions, amongst others. The school is guided on what accommodations are required for a learner by psycho-educational assessments, as well as other therapeutic assessments. By providing learners with these concessions, they are more able to show their true academic potential without being held back by specific learning disabilities.  In our foundation phase, we offer a tailored reading programme to our younger learners, allowing them to develop their reading abilities. Our learners engage in individual reading, as well as guided reading which takes place in smaller groups. We use methods that help students to read, talk and think to ensure a deeper understanding. We are especially proud of our paired-reading programme which includes learners, teachers and parents, and has shown incredible success with so many of our students. Furthermore, our curriculum includes a perceptual component which aims at developing the visual and auditory, as well as both the fine and gross motor skills of every student. These perceptual and motor skills are the underlying skills required for academic success.  Classroom facilitators form an integral part of our remedial classrooms. In certain instances, facilitators are placed in a classroom in order to provide support to learners and the classroom teacher. In some instances, individual students require their own facilitator to sit and work with them, and these can be contracted by the parents, or by the school.  All Grade 6 and 7 learners may use their own technology device, such as a laptop, Tablet or iPad. They are taught and encouraged to make use of these devices to enhance their learning. Students with specific learning difficulties who find it challenging to put pen to paper, are able to use tools such as voice-to-text, which greatly aid and enhance their learning ability.  How Does Remediation Happen? When a learner shows signs of an academic lag, individual remedial goals are established. Remedial therapy goals are derived from the learner’s latest assessments together with input from the class teacher. Remedial education often focuses on using a learner’s strengths and learning style to achieve the individual goals set. It aims to build self-confidence, opportunities for success, and to improve self-esteem and quality of class work. Therapy uses a multi-sensory approach, practical hands-on methods where possible, kinaesthetic, tactile, auditory and visual stimuli. During remedial therapy it is sometimes necessary to revert to the basics of a particular skill, to ensure understanding of the fundamentals. The aim is to build on and move from some concrete to more abstract concepts. An All-Inclusive Education Programme  There is far more to a well-rounded remedial education programme than only academics learnt at a desk. In our Intermediate and Senior primary we run a programme known as Terrific Tuesdays, in which learners are exposed to and participate in a wide range of learning activities. These include the creative and dramatic arts, a variety of sports and ball skills, outreach programmes, as well as English extension activities.  Glenoaks is proud of each student that walks through our doors.  We are excited to discover the potential in our students, working

May 7, 2021
Glenoaks Remedial and Special Needs School

The puzzle 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 occupational 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 of the

April 7, 2021
Glenoaks Remedial and Special Needs School

Glenoaks Remedial and Special Needs School

Remedial vs Special Needs There is often some confusion regarding the meaning of remedial and special needs and how schools adapt to the students’ different needs.  A remedial program is for learners who have average or higher intellectual abilities but who are not performing well in school. At Glenoaks, learners in the remedial stream sometimes have intellectual test scores below average, but we find that they have the capability to cope in an academic program. Thus our admissions process looks at overall ability and not simply a test score. Typically, remedial students are not struggling because of their intellectual abilities but instead with one subject area like reading, writing or mathematics. Learners may experience various barriers to learning, or learning challenges, including dyslexia, dyspraxia, visual difficulties, ADHD, mild autism, dyscalculia, language delays etc. Remedial programs usually focus on narrowing or closing academic gaps, to the extent that the learner can be re-introduced to a mainstream schooling system. Our remedial stream follows the Grade 1 – 7 CAPS curriculum with accommodations, differentiation and adaptations depending on learners’ needs. The majority of the learners in our remedial stream enter mainstream schools or supportive high school environments and successfully achieve good grade 12 results. Many have continued to further their studies at universities, colleges and other tertiary institutions. We are particularly proud of our past pupils who have become high school prefects and head prefects.   Special education differs from remedial education because the learners in these programs lack the intellectual ability to perform in a class that teaches standardised concepts and subjects. The students in these classes may lack social maturity, emotional maturity, physical ability or the analytical skills that are needed to perform in a remedial or a mainstream classroom environment, in addition they may experience global developmental delays. Special needs programs are often individualised with the aim of helping the learner to become a functional, employable adult. In our special needs streams we focus on functional subjects in literacy, numeracy, life skills, and world knowledge, and offer learners exposure to a variety of practical and project-driven vocational subjects such as hospitality, IT and enterprise. At Glenoaks we have two special needs streams; namely the GOAL stream and the Oak House Vocational Academy. Glenoaks Assisted Learning (GOAL) Stream The GOAL Stream caters for learners from the ages of 6 to 14 who have special educational needs which inhibit them from learning in the ‘traditional classroom’.  Often our learners’ chronological and developmental ages differ significantly, and it’s important that they learn according to their abilities and at their own pace. GOAL Stream learners have differing areas of strength, often exhibited in practical tasks. They benefit from repetition, positive reinforcement and reduced time pressure; aiming at functional skills of daily living within their levels of ability. We work on individualised numeracy and literacy programs with each learner. Other subjects include: life skills, activities of daily living, cooking, supported reading, home management, basic administration skills, computers, library, sport, social and emotional skills, Occupational Therapy group, Speech, Language and Communication group and art. Older learners have opportunities for project-based learning in preparation for in-house work experience.   Oak House Vocational Academy Oak House Vocational Academy was conceived from the need to provide an appropriate setting for specific learners with special needs from our school, and from the broader community, whose abilities and needs are not met in an academic setting. After intense research and planning both locally and abroad, a blueprint was formulated for our vocational academy – highly particular, uniquely crafted and finely tuned to Glenoaks’ vision. The Academy provides learners with a sense of purpose and self-worth, continued applicable academic input, emotional and academic support and an incremental exposure to the expectations and realities of the world of work. This culminates in a learner being more employable with practical work skills and experience in specific industries. If further training or employment opportunities exist for a graduate, those are facilitated and supported by Oak House Vocational Academy.  Our Academy program is designed to expose students to a variety of vocational settings aligned to each individual’s strengths, abilities and areas of interest. Students learn the skills required for entry level jobs, and also focus on critical social skills, appropriate behaviours and attitudes required in the workplace.  Prior to this, our students are taught a creatively crafted curriculum which includes academics, life skills, business skills, entrepreneurship, IT and admin skills, world knowledge, home management, hospitality, gardening, woodcraft and enterprise. Learners in the work experience program are gaining exposure to a variety of industries and businesses including retail, IT, hairdressing, production line, garden nurseries, schools, sport, robotics and many more. In 2019 the first group of students graduated from Oak House Vocational Academy and successfully commenced with further training, part time or permanent employment.  Our School The school’s journey began over forty years ago in 1969 with Dr Lorna Swartz.  She started a small school in Melrose for her daughter, who was then regarded as ‘learning disabled’. As word spread, other parents brought their children to Dr Schwartz, and Glenoaks School was born. Glenoaks School at this time was also one of the few schools who included learners of differing racial groups. In 1976 the school moved to Orange Grove. In 1981 Glenoaks expanded and moved to our current premises in Kensington. Dr Swartz’s vision has lived on through the leadership of Ms Peacock, Ms Patt, Mr Barnes and currently Mrs Caldeira. Many who visit the school remark on the friendly and nurturing atmosphere that permeates every aspect of Glenoaks School. The small class settings, individual and group therapies and the unwritten curriculum of care and concern help us to grow our learners socially, emotionally and academically. We strive to ensure that our students are intrinsically motivated and happily engaged in their own learning. We also strive to develop a sensitivity to and an understanding of academic, cultural and religious differences.  Glenoaks has a multi-disciplinary team consisting of psychologists, occupational, speech & language, remedial and learning support therapists, as well as

March 10, 2021
The Bridge Assisted Learning School

Neurodiversity: What you need to know

“Neurodiversity is having a brain that functions in ways that diverge significantly from the dominant societal standards of ‘normal’, but is far from flawed” ~ Anonymous  Today’s children are growing up in a world that strives for inclusivity. Thus, we must teach our children and society about neurodiversity for this to be successful. Understanding neurodiversity is just as important as teaching our children that people come in all different shapes, colours, and sizes, all worthy of love and opportunity in this world. That means your child might be one of the few that is wired differently, and that his/her life may not follow the path you envisioned as they have a neurodivergent diagnosis. Before we can help him/her thrive, we must have a clear understanding of what a neurodivergent (the buzz word in psychology circles) diagnosis entails. What is Neurodiversity?  Neurodiversity is in concept a viewpoint that certain people have learning and thinking differences rather than inferiorities. The concept has been around for many years, but in a nutshell, it means that brain differences are just that, differences.  Neurodiversity includes people with variations of learning differences. Some of these differences may include: ADHD, dyslexia, dysgraphia, autism, etc. but they are not flawed. People with neurological differences are not broken or incomplete versions of ‘normal’ people. They approach life just a little differently, are highly intelligent human-beings and can live rich and meaningful lives.  When it comes to Neurodiversity, look at the bigger picture.  Let’s face it, to experience life through a uniquely neurodiverse lens and therefore have what is contemporarily described as a barrier to learning is a complicated thing, but often, it’s defined more by society’s misconceptions, misunderstandings and expectations, rather than by the individual condition itself. To battle with the consequences of the negative side of neurodiversity is nothing to be ashamed about.  All children need love, encouragement, and support, and for children with neurodiversity, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough. The term neurodiversity can be viewed as another positive contribution to this overarching commitment to diversity, and should be integrated into both classroom lessons on diversity, and educational policies dedicated to promoting inclusivity in learning. Teaching with a Neurodiverse approach. Teaching with a neurodiverse approach begins with helping children understand their own strengths and needs. Once children understand themselves, they realise everyone else has their own assortment of abilities as well, and when they work together as a group, classroom or community, they can do great things. At the Bridge Assisted Learning School we follow a Neurodiverse approach. It includes more hands-on learning, experiential learning, project-based learning, expeditionary learning, arts-based learning, brain-based learning, universal design learning, and other programmes to support the children with their neurodiversities in order to succeed with what will benefit each student in school and life. Every child has his or her own unique learning style. Some children learn best by seeing or reading, others by listening, and others by doing. You can help your child with their neurodiversity by identifying their primary learning style. Is your child a visual learner, an auditory learner, or a kinaesthetic learner? Once you’ve figured out how they learn best, you can take steps to make sure that the type of learning approach is reinforced during home study. Always remember that the way you behave and respond to the challenges your child faces, has a big impact on them. A good attitude won’t solve the challenges associated with a neurodiversity, but it can give your child hope and confidence that things can improve and that they will eventually succeed. To learn more about neurodiversity please visit https://www.thebridgeschool.co.za/  By Dr. Greg Pienaar, Principal at The Bridge Assisted Learning School

November 23, 2020
Parenting Hub

Smartick launches free online assessment to detect the risk of dyscalculia amongst children

First online e-learning programme to design dyscalculia early detection online resource tool Smartick, an AI-based maths, coding and logic e-learning programme for kids aged 4 – 14, has launched a free standardised online assessment that allows for quick and easy identification of children at risk of dyscalculia. Dyscalculia (pronounced dis·cal·koo·lee·a) is a mathematics learning disorder characterised, among other things, by the difficulty in acquiring number sense and calculation. In other words, a relative of the more commonly known and researched learning disorder dyslexia, which involves difficulty reading due to problems identifying speech sounds and how they relate to letters and words.  Smartick global research suggests that approximately 5-7% of a country’s population may suffer in silence from dyscalculia and that in a class of 25 students, it is likely that at least one child has the learning disorder. For a population of 57+ million in South Africa, and if similar percentages are anything to go by, it could equate to around four million people potentially being misdiagnosed. Smartick co-founder, Javier Arroyo says that dyscalculia is a disorder with serious consequences and high prevalence, but unknown among many children, parents and educators. “Dyscalculia tends to be confused with other disorders such as attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), low IQ or even study laziness. While it can result in failure in the mathematics subject, although not always the case, it can translate into real life difficulties that cause frustration and low-self-esteem,” says Arroyo. On a day-to-day basis, it can translate into misreading the time on a watch or car license plate, as well as having difficulty memorising phone numbers, number sequences or calculating the return on a purchase. Available to South Africans from 1 September 2020 with the aim of helping to detect the ‘dyslexia’ of the numbers, Smartick’s designed* free standardised online assessment takes approximately 15 minutes to complete and includes tasks around three fundamental areas of mathematical learning: comparison and recognition of numbers, arabic numerals and numbering and arithmetic.  “The exercises for each evaluate the ability to recognise and manipulate numerical quantities without counting, and numerical processing that use verbal symbolic code, such as number recognition and comparison. Children with dyscalculia often have severe and persistent difficulties in learning arithmetic,” says Arroyo. At the end of the assessment, a report is immediately generated and sent with the child’s strengths and weaknesses in each of the evaluated areas. If, according to the results, a child is at risk of dyscalculia, it is recommended that parents and / or guardians go to a professional for a complete evaluation, which includes psychological tests for intelligence, attention and reading, in addition to specific tests for maths. Arroyo says the e-learning programme wanted to provide the educational community and parents with an instrument with which to identify early on one of the mathematical learning disorders as common as unknown. “Children with dyscalculia need adapted, daily training based on a deep understanding of concepts and procedures. Your child might be the next Bill Gates and can help change the world, but he’s misdiagnosed and misunderstood,” he says. *The standardised dyscalculia assessment needs to be completed on a tablet and is aimed at children from first to fourth grade. It was developed in collaboration with the Universities of Malaga and Valladolid in Spain, with more than 800 students in different areas of Spain participating in the initial assessment validation study.

October 26, 2020
The Bridge Assisted Learning School

Coping with Anxiety

What could happen if we gave each person the tools to diminish their anxiety, reduce their fears and build a toolbox to achieve true resilience? Anxiety is a normal part of life, but during the recent Covid-19 pandemic, many people are more worried, concerned and/or depressed than in normal circumstances. In order to find the ways to move forward and manage the stresses that recent circumstances have thrown at us, we need to better understand what anxiety is.   “I’ve always described it as a gnawing, tightness in your stomach and even in your whole body. It’s a weird feeling, because you can’t really pin it down. You know you feel worried, but you’re not sure about what. For me anxiety is: an underlying fear of not knowing what the future holds, or what the outcome of a situation will be”, says Dr Greg Pienaar, Principal of The Bridge School for Assisted Learning in Beverley, Sandton.  Anxiety is a normal reaction to danger, the body’s automatic fight-or-flight response that is triggered when you feel threatened, under pressure, or are facing a challenging situation  An overwhelming number of questions may resonate with us during these circumstances and the pandemic that causes an anxious feeling in the pit of our stomach. They include: What does the future hold? Will we ever get beyond the Coivid-19 virus? What will life be like after… Will we go back to “normal”? What if we get sick? What if a loved one gets sick? What if a lot of people get sick? Will we survive? Am I safe at school? “I want to give you some ideas about coping with anxiety”, Dr Pienaar continues. There are many models out there which refer to methods of coping with anxiety. One of the most famous models is the ‘Three Basic Coping Styles model’ (Endler 1997, and Folkman and Lazarus, 1986): Task-oriented (time-outs, eat well-balanced meals, count to ten slowly, limit alcohol and caffeine, take deep breaths, humour, enough sleep and other similar tasks). Emotion-oriented (meditation, distracting oneself, releasing pent-up emotions). Avoidance-oriented (staying away from triggers where possible, drug or alcohol abuse, severe procrastination). (psychologytoday.com) Many models contain similar ideas but might not be the most suitable for everyone. Thus, consult an expert that could work with you on the different methodologies to find the best practice for you. In the meantime, we look at the following steps that may assist you in this pressurised time One of the best ways of coping with anxiety relates to music. Listening to music, finding appropriate songs for a specific mood. It is really strange that sometimes when you’re feeling down, to listen to sad songs can actually make you feel better. Or hearing a particularly “up” song can make you feel worse? Although at other times listening to particular songs or a specific playlist can make you feel better? For example, here is a “Coping with Covid top 5” playlist. These are songs which currently resonate with me: “I’m Not Over” Carolina Liar (Actually about not being over a girl in a relationship, but for me it’s about not being over The World and all the beautiful things in it, just yet). “Carry the Weight” (acoustic version) Denison Witmer (About “carrying the weight of anybody who needs help, especially at the moment). “Times Like These” (acoustic version) Foo Fighters (Who knew there would be times like these). “What a Wonderful World” Israel Kamakawiwo’ole (Just love this version of how beautiful the world could be…) “Beautiful Day” U2 (Just a reminder about this fact is sometimes required). “Listening to music can definitely make us feel better about the world. The ugliness of the world can melt away, and the important things can rise up: friends, finding beauty in different places or things, sharing, closeness. Especially during Covid 19, having to look at what is really important in life”, says Dr Pienaar However, everybody will have their own songs, or music. Part of the journey will be finding the songs of your life, or the music which is soothing to your soul and assists with anxiety. Enjoy the music. Exercise: If you love running or riding or swimming, this is easy and really helps. However, what if you don’t like exercising? The last thing you want to do when you feel anxious or depressed is to exercise. It’s strange, but that’s when it is the most effective. To force yourself to exercise in those moments will be highly beneficial to you. Walking, jogging, riding, swimming, dancing, stretching, yoga, any exercise. They talk about the release of “endorphins” (feel good hormones) when you exercise, often these can help with easing anxiety. However, be mindful that it won’t help you, if exercising makes you feel bad, frustrated and/or unfit. Another way of coping is to develop a mantra A mantra is a positive saying, expression or motto to live by, that you can use to inspire or motivate yourself. Just by saying it often enough can help with coping with anxiety. “My personal mantra has become ‘I’m Not Over the World’, says ….  My mantra used to be “Never, ever, give up”. Develop your own mantra, or use somebody else’s if it fits your world: “It’s going to be ok”, “This is completely understandable”, “The sun will come out tomorrow, or even “I’m doing the best I can”, and  possibly in these times: “It is, what it is”.  It’s amazing but just the act of talking to someone else is extremely important to assist you to organise your thought processes and help alleviate anxiety. It was once said: “A problem shared is a problem halved…”. It’s almost as if by sharing an issue, someone else hears it, and even if they don’t have answers, they are at least hearing and understanding your anxiety. Drawing, writing, painting, colouring, being creative and innovative can help with calming the anxieties that you are feeling. No-one has to see what you paint or write. It’s more about being

October 15, 2020
Impaq

How to change a learner’s perception of difficulty to achieve success

In the days of old, children were expected to go to school, do their homework, study for tests and do okay. There didn’t seem to be the issues of today where children struggle to focus and concentrate, where the psychological needs of the child must be attended to and taken into consideration. Where the way we, as parents, encourage our children is put under the microscope.  In the days of old, the odd child may have had dyslexia or some learning issues, but these were certainly not common or if they were, were indeed not widely known by other learners. Raising 21st-century kids Parents today must deal with far more, so it seems – firstly we are in the middle of the technological revolution so that our children are already distracted by the lure of the smartphone, tablet, etc. Today, knowledge about ADHD, ADD, processing issues and so on is vast. It is not uncommon for many children to be receiving some additional therapy and to be on medications to help them focus. The good part is that there is no stigma with this, and instead, children often happily compare their different meds with each other.  Also read: Parents, here’s how screen time can work in your favour Awareness is huge, and with that comes the next area of ‘how-to’. How do we encourage our children to succeed at school, without damaging their self-esteem? How do we motivate them and not discourage them though incorrect parenting practices?  Defining success I believe that an important question to ask ourselves before we even start with our children is what we, as parents, value and consider to be important in terms of their academic success. Also read: there’s more to life than academic achievement Parents often fall into these three categories: Some parents are not concerned about their children’s marks and place more emphasis on sporting achievements.  Some parents are not particularly worried about results and want their children to be happy.  Some parents are very concerned, and even sometimes pushy, with their children achieving the very best, no matter what. Developing a strong work ethic In my years of parenting children at school and especially being the mother of ADHD children and having many moments of despair along the scholastic road, what has been the most important goal for me is for my children to have a decent work ethic. Children must learn from an early age to do the following:  study in advance prepare their work in good time use planners and calendars to coordinate their study time, leisure time and extra murals Planning their time prepares children for high school and university where there is an increased workload and often more extracurricular activities. Planning their time also helps with their perception of difficulty as the tools of planning, organising, and prioritising cannot be underestimated. Understanding how children learn What also helps children to succeed is if they know their learning styles. We each have a different type of learning that makes work easier for us to access. The VARK analysis refers to these four different learning styles, namely: V – verbal  A – auditory  R – reading  K – kinaesthetic  Learners who can understand how they learn from an earlier age, be it through having to learn aloud, using visual images, highlighters or having to carry out projects, science experiments and so on, learn how to integrate the information into their memories.  As parents, we can observe our children from the primary school years and see the most effective ways they learn and access the work. Providing them with this information also helps to give them ways to approach the subject in the best way for their brains, which improves their perception of difficulty. It is all about having tools and feeling confident in being able to use them effectively. Also read: Encouraging your child to succeed – the do’s and don’ts Defining learners’ perception of difficulty Children’s’ perception of difficulty and ease of work affects their attitude towards the work. A recent study showed that what people think ease and difficulty means for them is very important. If learners are given work that they deem as easy but trivial, i.e. meaningless and beneath them, they are less motivated to carry out the work. If the task is perceived as easy but meaningful, i.e. leading to positive outcomes, learners are more motivated to carry it out.  At the same time, work that is perceived as difficult and impossible to achieve lowers learners’ motivation. In contrast, work that is perceived as difficult but challenging and worthwhile motivates learners to try harder. Therefore, the way the work is presented to the learners is important. It would be a good idea for facilitators to get an idea of this to motivate learners better.  Emphasising effort  Another essential key to this is emphasising effort as opposed to results. Learners can get demotivated and demoralised if they see the work as beyond their capabilities. The aim is to create children with a growth mindset. This concept was developed by Carol Dweck, a Stanford psychologist who distinguished between two different mindsets – a growth one and a fixed one.  Fixed mindset – people with a fixed mindset believe that their abilities are fixed and can’t be changed or improved upon. Growth mindset – people with a growth mindset believe that with effort and practice, they can improve and change their outcomes.  The growth mindset is the one we want to instil in our children. Suppose they believe that with effort and practice, they can make a difference in their understanding and accessibility to the work. In that case, they will be more motivated to try harder and put that effort in so that the focus is not on difficulty but effort and input. This, in turn, brings about results. There are many ways to help our children with their perception of difficulty to achieve success, whatever that may mean to each parent. The most important

October 12, 2020
The Bridge Assisted Learning School

Relief as assisted learning students return to school

Learning during lockdown has been a challenge for many families over the past few months. However, for assisted learning students, who require additional attention and support, the return to school has been cause for great relief. “Most parents and guardians who had to support their children with online learning during the initial hard lockdown will confirm that learning from home, even where all the resources were in place, and where children didn’t require specialised interventions, has been somewhat of a learning curve. While distance learning to some degree helped assisted learning students stay on track with their educational journeys, it simply can’t replace the important work that gets done in person by professional, specialist educators,” says Dr Greg Pienaar, Principal at The Bridge, 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 who face certain learning barriers and social or emotional challenges. Typically these children are not necessarily catered for in either mainstream or special needs schools. So for children with average to above average ability, whose learning is impacted by challenges such as ADHD, ADD, dyslexia, mild autism, anxiety, or children who have been through illness or trauma which has affected their scholastic progress, The Bridge has been a lifeline. A neurodiverse approach is followed at The Bridge, ensuring that all students are included, catered for and receive the additional support they require. Students have been able to reap the benefits of small classes, an individualised learning approach and therapeutic programmes to address the challenges that kept them from succeeding in mainstream schools.   But Dr Pienaar says that while the lockdown was necessary, and widely supported to allow the country to prepare for the pandemic and ensure the safety of as many people as possible, it placed a substantial and not often acknowledged burden on students with particular needs. “For instance, for children on the Autism spectrum, being physically in the presence of other children and their teachers, often helps them to participate, which is not replicable in an online environment. Children with cochlear implants need to be able to see the face of their teachers as part of their therapeutic development, because lip-reading enables them to progress.” Many assisted learning students have concentration and focus challenges, which specialised teachers are able to address more efficiently in the classroom. “These students benefit from teachers prompting them gently and monitoring behaviour to enable focus and participation,” says Dr Pienaar. Much has been said about the impact on lockdown on increasing anxiety in learners, this impact has been substantial for learners who had pre-existing struggles with anxiety. “This anxiety appeared to be heightened when the children worked from home, particularly when connectivity failed or children felt they might be missing out on work or that they were not making progress.  For students with sensory, motor or perceptual challenges, the return to school now means that they can once more see their therapists physically, whether an Occupational, Physio, or Speech Therapist. For the therapists to be able to interact in the same room with the child makes a tremendous difference,” says Dr Pienaar. He says while all safety precautions are being taken at school, it is without a doubt in the interest of assisted learning students to be able to continue their educational journey physically in an environment that fosters academic excellence and empowerment through personal, specialised attention. “In the few weeks since our students were able to return to school, we are already seeing them starting to flourish in this nurturing environment again, and we are hopeful that as normality returns to some degree, they will be getting back on track with renewed confidence and belief in their own abilities and their future.”

August 14, 2020
Impaq

My child has unique academic needs. How can Impaq help?

At Impaq, we know that every child is unique. Every learner studies at his/her own pace and some might need to spend more time on certain subjects to ensure they grasp the basic concepts. We aim to help learners, who have unique academic needs, achieve their goals.

February 11, 2020
The Bridge Assisted Learning School

Emotional Decisions

Irrational decisions are made when they are the result of a knee jerk reaction and when you are at your emotional peak. It is a choice you have made and decided to act upon based on your feelings and usually clouded by misinformation. Decisions made on the spur of the moment and under emotional conditions have almost always been the wrong decision, which leads to one feeling embarrassed and the need to apologise followed by the necessary mending of the relationship.

July 16, 2019
The Bridge Assisted Learning School

The Silent One

A school is not a quiet place. In my experience children constantly talk and more often than not they talk at the same time. Keeping everyone quiet in class can be a big challenge.  Then there have been a few occasions where I have taught a child who doesn’t talk at all.  The silent one. They were not only quiet and shy but did not talk at all!  This is how I have learned about and experienced ‘Selective Mutism.’ According to Dr. Elisa Shipon-Blum Selective Mutism is an anxiety disorder.  These children prefer not to talk in social settings as a result of the extreme anxiety they feel. It is important to know that many children with Selective Mutism were early speakers without any speech delays/disorders.    Parents are often confused and surprised when they get feedback that their child never communicates at school as these children are often loud and boisterous at home and extremely verbal.  Proving that they are able to selectively speak and communicate in settings where they are comfortable and relaxed. These children become mute in any setting where they are expected to talk. This can be experienced in public places such as a restaurant, family gatherings and then of course the school environment where social interaction is constantly required. According to Dr. Elisa Shipon-Blumi it is common for a child with selective mutism to have a blank facial expression.  In my own classroom I have found that they tend to ‘disappear’.  They do not want anyone to notice them and are fearful of being put ‘on the spot.’ So how do you as a teacher handle a child with Selective Mutism?  The most important thing to focus on is dealing with the anxiety.  Be aware of the child’s tendency to ‘disappear’ in class of their quietness. Remove all pressure and expectations for the child to speak.  Try to treat the child as normal as all the other children in your class. Do not make an issue of the fact that the child does not want to talk.  As a teacher there is a tendency to talk for the child or to only give them yes or no questions.  Your job as teacher is not to make the child speak but rather to minimise the anxiety in the classroom activities for the child. In some instances, these children develop one or a few friendships and will whisper or even speak to a few children in school especially on the playground. They do experience the need for social interaction. They might also communicate nonverbally in class by nodding their heads or pointing if they need to answer a question. Nonverbal communication is acceptable when the child is new to the classroom environment. However, strategies and interventions need to be put in place to help the child to progress from nonverbal to verbal communication.   Seat the child to the side of the classroom, preferably not in front or in the centre where everyone can see them.  Avoid eye contact at first.  In my own experience it is better to gain the child’s trust by not putting any kind of pressure on them, but also not by excluding them from the classroom activities. I have found that sometimes it works to create spontaneous opportunities for the child to speak.  For example, if we do counting on the carpet I will go around and throw a ball randomly to each child. That child must then give the next number.  The children enjoy this and get very excited.  I have experienced that the children with selective mutism get so involved and excited with the other children that when they catch the ball they sometimes give the answer as there is not enough time to register the anxiety around talking.  That can be a big moment for you as a teacher, but it is very important to not make a big deal out of it. Just continue with the game and act as if this is normal behaviour for the child.   It is important to know as a teacher that these children can be referred to specialists that can assist with medical treatments and advice in order to reduce anxiety, the main culprit behind selective mutism. By: Wilma du Toit, Grade 2 teacher, The Bridge Assisted Learning School 

May 24, 2019
The Bridge Assisted Learning School

Choose to be the role model your child wished to be

Many people will easily argue that the greatest gift to children is an education. Whilst most agree with this statement, some may disagree with the many references to education meaning a matric, and or, a degree. Without playing down the importance of a qualification, there is so much more to education. Education is about life.

May 13, 2019
Mia Von Scha

SPECIAL NEEDS OR NEEDING SOMETHING SPECIAL

My children simply did not fit into the mainstream schooling system. They’re both very bright and along with that come some eccentricities that often get  labelled as problems within a very structured environment where children are expected to be alike, fit within the system and not stand out or cause waves. My ten year old once explained it like this: “I’m like a puzzle piece that’s been put in the wrong box… I don’t fit anywhere. There’s no place for me.” That’s quite a tough feeling for a small child to bear. And it isn’t that there’s something wrong with her, although within that system that was exactly the message she was getting. There are many children struggling in school who don’t need to be placed in remedial classes. They need something special, but they’re not exactly special needs. They would thrive in a different environment but not that one. I have nothing against remedial education. It is fantastic in the right circumstances. But a child who is simply in the wrong place and is then moved to a remedial class where there are really special needs kids can look around and label themselves. They end up thinking there is something wrong with them. These kids will generally fly if homeschooled or placed in a good cottage school or Montessori or within the Cambridge system where they have the freedom to work at their own pace and fill in the gaps they missed by being in the wrong environment.  For some, the box is simply too small to contain them. For others, it’s the noise levels. Some children are visual or kinesthetic learners and don’t respond to lectures. Most children don’t learn at the predetermined pace of the SA education system. Every child is unique – the exact reason that standardized education is failing. Nobody is standard. The trouble is if kids keep being pushed to move onto the next thing without mastering the previous stage then they end up with huge gaps in their foundational knowledge which will cause the whole structure to come crashing down at some point. That’s the point they pick up the label. Or if they learn faster than the system they get bored and restless and get labelled as ADHD or ODD (Oppositional Defiant that is, not odd – although they can be labelled as odd too!) If there is a problem with learning don’t necessarily assume that the problem is with your child. It might be. But it might not. And you are their advocate until they can stand up for themselves. You need to question and explore alternatives and not necessarily take the word of those in educational authority as fact. Only a few children really thrive within the schooling system. Most do not. Your child may genuinely be a special needs child – with Autism or dyslexia or serious processing difficulties and for these children the special needs schools and classrooms can make a huge difference to their ability to learn and develop with the appropriate assistance. But if your child is simply in need of something special – a smaller class, a more nurturing environment, a faster or slower pace, or a different style of teaching – then you need to look beyond the special needs class to any of the amazing alternatives that exist. Every child deserves to feel that there is a puzzle that they will fit in to!

March 28, 2019
Disabled Parents

Give Your Special Needs Child the Best Future Possible

When you’re told that your child will be born with a mental or physical disability, the news can be crushing and leave you with many doubts. Will you be able to provide for them? Will their childhood be as full of joy as the other kids? Will you have the stamina to carry on when the going gets tough? The answers are yes, yes, and yes. Though you’re facing the greatest challenge of your life, you can see it through with plenty of love and the right preparation. Here are some things to do before your baby arrives in this world. Research Their Disability How you get ready mentally, physically, and financially depends on the nature of your child’s disability and what obstacles they will face growing up. A good place to start your inquiries is Parent to Parent USA. Not only will you find a treasure trove of information on conditions ranging from blindness to mobility impairment to Down syndrome, this organization will put you in contact with other parents who have already faced the same challenges. Look Into Financial Aid Read up on the Individuals With Disabilities Education Act, or IDEA, which is a federal law that guarantees your child access to early intervention, special education, and related services from birth until adulthood. These include therapy sessions either at home or in the community to aid in the development of motor, cognitive, and communication skills needed to thrive during their infant and toddler years. Grants are available through agencies in each state. Find Support From Nonprofits There are also a number of charity organizations that are ready to step in and offer assistance when federal aid is insufficient. Many of these are devoted to children suffering from specific conditions such as autism, while others, like the Legacy of Hope, offer access to exciting activities outside of education such as art classes, music lessons, and even horseback riding, helping to ensure a well rounded and enjoyable childhood. Begin Navigating Health Insurance Thanks to recent health care reforms, insurers cannot deny coverage to children under the age of 19 based on pre-existing conditions including disabilities, according to the experts at Allied Wealth Partners, adding that you have 30 days after the birth of your child to add them to your health plan. Speak with your insurer to find out which physicians and providers are in-network to reduce out-of-pocket expenses. Depending on your income, you may also qualify for Medicaid or Supplemental Security Income. Set Up an Emergency Fund There will be items that you have to pay for yourself. Luckily, more and more states are offering residents as well as non-residents the opportunity to open a tax-advantaged ABLE account for any disabled person under the age of 26, with contributions limited to $14,000 per beneficiary per year, according to finance magazine Kiplinger. This money can be withdrawn tax-free and used to cover medical treatment and other expenses. Prepare Your Home You’ll need to make some modifications to ensure that your child is safe and can move around comfortably. If they’ll be confined to a wheelchair, then begin your research into options for improved accessibility, such as wheelchair ramps, which cost $1,604 on average. Other renovations include grab rails in the bathroom as well as a roll-in shower to make washing up easier at the end of the day. Contact local professionals to get an estimate in your area. Take Care of Yourself Giving your child the support and attention they deserve is impossible if you are tired and strung out. Begin a regimen of self-care now to ensure you’re in the best possible condition when the parenting begins. That, above all, means a balanced diet, plenty of exercise, and a good night’s rest, as well as techniques for relieving stress such as meditation or yoga. There’s a lot of work to be done, but rest assured that there are ways to overcome the obstacles that you and your child face. It just takes love and courage, and you’ve got both in spades. 

October 31, 2018
The Bridge Assisted Learning School

The importance of Art in an assisted learning environment

By: Melodie Artingstall, Grade 3 Teacher at The Bridge Assisted Learning School Art is an unstructured subject, with only a few guidelines, where children can explore different mediums and make mistakes. When it comes to learning subjects in the classroom, there is often a right and wrong answer and children can become fearful of making mistakes. Art allows children the freedom to make a mistake, plan and problem solve around it and turn it into masterpiece. There is no right or wrong way of expressing yourself. One of the biggest challenges as a teacher is encouraging students to trust in their ability, to express themselves and embrace their uniqueness.  During an Art lesson a student can create under their control and present a piece that has only been created by them. Handing over the control of a lesson to a child can have an impact on their socio-emotional process. Children can willingly create expressions of their emotions, safely communicate with others and develop their self-esteem positively. There are numerous areas that art holds importance in an assisted learning environment.  Early Childhood development in an assisted learning environment  Art plays an important role in a child’s early development and will continue to influence their development. There are many life skills in art that assist children in becoming well-rounded adults. These include decision-making, problem-solving skills, confidence building and development of fine motor skills.  Problem solving and critical-thinking  According to a report by Americans for the Arts, art strengthens problem-solving and critical-thinking skills (Lynch, G.H. 2012). One of the main concerns in the classroom is that children tend to experience difficulties in problem solving. It is all too easy for the adults in a child’s life to step in and solve a problem for them. Art allows a child to explore different options and ideas to reach their end result. While exploring and experimenting with mediums and new ideas, decisions and problem-solving take place. Creating can only begin when the child is given the opportunity to think through their ideas and come up with solutions for their creation independently. Gaining confidence in acquiring these skills can be carried over into other areas of their academics as well as becoming a part of their daily routine.  Self-expression and creativity  Art encourages self-expression and gives a child the platform to express themselves in various ways, be it visual art or performing arts. When children are able to express themself and receive recognition for their efforts, their identity and confidence begins to develop. As stated in an article titled Creative Art Helps Children Develop across Many Domains, “when we value children’s creativity, we help them feel valued as people, raising their self-esteem”.  Development of fine motor skills  Participation in different arts and crafts activities assists with the development of fine motor skills. When children manipulate different tools such as pencils, paintbrushes and scissors; the muscles in their hands are strengthened. The more these tools are used and manipulated, they become stronger and accurate in their use. “When your child paints or draws, they’ll be using their hands to manipulate objects, and they’ll have more success as they gain more control”, (Art for Kids: How Art Plays a Role in Early Childhood Development).  In summary, it is important to remember that art gives children the opportunity to express who they are, engage in their interests and develop their abilities. This needs to be recognized and celebrated in a safe and nurturing environment. As art can often be overlooked, it has shown improvement in the growth and development of children in an assisted learning environment. The benefits of art carry over into other areas of the child’s developmental stages, enriching a child’s learning and academic experience. 

August 14, 2018
Mia Von Scha

The unwrapped gift of the gifted child

When we think of gifted children the first name that springs to mind is usually Einstein. I can’t help but wonder how many therapies Einstein would have been in if he had been born today. Rumour has it that he only started speaking at age 3, so already we have delayed development, paeds and speech therapy. Some have said that he would have been diagnosed today with autism or aspergers and would probably end up in special ed. He was known for long periods of daydreaming, something we treat these days with ADHD meds. Would we even pick up the underlying genius at all? I doubt it. Most gifted kids end up like an unwrapped gift – they are a group of the most unrecognized and misdiagnosed children around today. They are some of the children most often found in a variety of therapies because they don’t fit in the normal schooling mould and we don’t know what to do with them. They often have inconsistent developmental rates where they’re very advanced in one area and quite behind in another and so we surmise that they can’t be gifted if they’re not coping or at a similar level as other kids their age. Gifted kids tend to have one or more over-excitabilities including physical (misdiagnosed as ADHD and put on meds), sensory (misdiagnosed as sensory integration issues and sent to OT), emotional (misdiagnosed as emotional problems and sent to play therapy). It is up to us as parents to inform ourselves and trust our instincts when it comes to our children. Just because some professional tells you your child has a problem does not necessarily mean it is true. Get another opinion. Do some research. Dig a little deeper. Gifted kids may even need some therapy and may even have a learning disability that comes alongside their genius but often they are simply misdiagnosed in our modern day obsession with fixing children and making them all alike. If you suspect your child is gifted, they probably are. Here are the typical traits of a gifted child (keep in mind that gifted children, like all children, are unique and may or may not display all of these traits): Unusual alertness, even in infancy Rapid learner Excellent memory Unusually large vocabulary and complex sentence structure for their age Advanced comprehension of word nuances, metaphors and abstract ideas Enjoys solving problems, especially with numbers and puzzles Often self-taught reading and writing skills as preschooler Deep, intense feelings and reactions Highly sensitive Thinking is abstract, complex, logical, and insightful Idealism and sense of justice at early age Concern with social and political issues and injustices Preoccupied with own thoughts—daydreamer Learn basic skills quickly and with little practice Asks probing questions Wide range of interests (or extreme focus in one area) Highly developed curiosity Interest in experimenting and doing things differently Puts idea or things together that are not typical Keen and/or unusual sense of humour Desire to organize people/things Vivid imaginations (and imaginary playmates when in preschool) Parents are actually very good at judging whether their child is gifted or not, so trust yourself. Gifted kids, like special needs children, have different requirements in terms of education, stimulation, and emotional support. The sooner you unwrap your gift, the sooner you can figure out exactly how to nurture your unique child into fulfilling their potential.

November 14, 2017
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