Assisted Learning - Parenting Hub

Advice from the experts

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

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

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

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 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

The difference between Dyslexia and Dyscalculia

Dr Leoné Roux – Educational Psychologist – Glenoaks Remedial and Special Needs School Charleen Crous – Educational Psychologist – Glenoaks Remedial and Special Needs School

June 7, 2021

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

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

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

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

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

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

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

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

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

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 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

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

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

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 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

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

Is our knowledge about dyslexia dated? What is the contemporary view?

“According to popular belief, dyslexia is a brain disorder which causes otherwise smart and intelligent children to struggle with reading, spelling and writing,” explains Susan du Plessis, Director of Educational Programmes at Edublox. “The problem is that a lack of education about dyslexia has caused many myths that discourage parents the moment they hear of the dreaded word.” The term ‘dyslexia’ originated in 1884 and was coined by the German ophthalmologist, Rudolf Berlin. It comes from the Greek words ‘dys’ meaning ill or difficult and ‘lexis’ meaning word. Since then, researchers across a variety of disciplines have tried to understand the causes and possible solutions for the problem. “Instead of viewing the collective research in its entirety, we tend to catch bits and pieces. Some of our beliefs about it date back to times before modern-day technology and research revealed the good news about dyslexia,” Susan continues. In a nutshell, some of these misguided beliefs include: The brain of dyslexics differs from poor readers with low IQs; These brain differences are the cause of dyslexia; A host of famous individuals such as Albert Einstein, Walt Disney and Hans Christian Andersen were dyslexic; There is no remedy for dyslexia. One source states it quite bluntly: “Dyslexia is like alcoholism, it can never be cured.” * Susan explains that contemporary research sheds doubt on some of these old beliefs. With the rise of modern fMRI-scanning technology which allowed neuroscientists to explore the human brain in more depth than ever before, old myths about dyslexia have been debunked. Neuroplasticity is a field of study that is significantly influencing the grasp that we have on dyslexia. According to research conducted in this field, the human brain has the ability reorganise itself by forming new connections throughout a person’s life. The findings from a variety of recent studies contradict earlier beliefs in the following ways: Using brain imaging scans, neuroscientist John D. E. Gabrieli at the Massachusetts Institute of Technology found that there was no difference between the way poor readers with or without dyslexia think while reading. ** In a study, published online in the Journal of Neuroscience, researchers analysed the brains of children with dyslexia and compared them with two other groups of children: an age-matched group without dyslexia and a group of younger children who had the same reading level as the children with dyslexia. Although the children with dyslexia had less grey matter than age-matched children without dyslexia, they had the same amount of grey matter as the younger children at the same reading level. Lead author Anthony Krafnick said this suggests that the brain differences appear to be a consequence of reading experience and not a cause of dyslexia. *** Studies of the biographies of Einstein, Disney and Andersen and many other “famous dyslexics” reveal little resemblance with individuals who are currently labelled dyslexic. For example, Einstein was reading Darwin’s writings at age thirteen. “The myth of these ‘famous dyslexics’ has been perpetuated by advocacy groups over many years to keep dyslexia in the lime light,” says Susan.“The problem is that myths like these distract from the scientific study of the field and subtly hints that it can only be okay to have dyslexia if a string of famous people also struggled with it, while that is not the case.” The belief that dyslexia cannot be overcome is deeply rooted in the theory that the brain cannot change. Today we know that the human brain is a powerhouse. New connections can form and the internal structure of the existing connection can change. Susan has been extensively involved in research on the subject of reading difficulties over the last 25 years, and has made a few observations that may give South African parents hope. “At Edublox, we believe that dyslexia is not a DISability but simply an INability. While there are other causes, the most common cause of dyslexia is that the foundational skills of reading and spelling have not been mastered properly. Massive strides can be made when children’s cognitive deficits are addressed, and have seen we have seen amazing results with this approach.” Javier Guardiola, author of the research paper, ‘The evolution of research on dyslexia’ applauds contemporary research and how it has contributed to our understanding of the subject. “Dyslexia is currently an interdisciplinary field of study, involving disciplines as varied as education and neurobiology. Researchers hope that the answers to this complex learning disability lie in the intersection of all these disciplines,” he writes. **** “To create awareness about dyslexia, we need to keep abreast of the latest research and what this means for our children. As parents, we need to keep looking for solutions and support systems that will help us tackle the symptoms associated with dyslexia. And the good news is there has never been a better time in the history of the field,” concludes Susan.

November 3, 2017

So what does dyslexia really mean?

(All information was obtained from Stark – Griffin’s book Dyslexia) Definition of dyslexia – A neurological-functional problem manifesting as a deficit in word decoding (reading), encoding (spelling) and nemkinesia (writing) due to a minimal brain dysfunction and/or differential brain function. More use full information regrading dyslexia Eidetic: give meaning to text in general and recognising words from previous experience. Phonetic: allocating a sound to each letter and using these sounds in groups to produce words. People suffering from dyslexia usually have an average to above average intelligence. 10% – 20% of all children suffer from dyslexia. Children suffering from dyslexia feel confusion, frustration, anxiety, withdrawl and compensating behavioural patterns. These children are often teased and humiliated by their classmates.Dyslexia may lead to poor self image and even depression. These feelings may manifest in behavioural problems which inlcude aggression, vandalism, disruption of class and a hostile attitude. Types of dyslexia Dysnemkinesia Deficit in the ability to develop motor engrams (memory trace) for written symbols Child wil revers letters A child should have no letter reversals by Gr. 4 When writing the alphabet 1 reversal is acceptable in Gr. 3 When writing the alphabet 3 reversals are acceptable in Gr. 2 When writing the alphabet 5 reversals are acceptable in Gr. 1 Dysphonesia Deficit in visual-symbol and sound integrations Child will struggle to read unknows words as he cannot decode them / will have difficulty spelling e.g. slow/solw, does/dose Dyseidesia This type of dyslexia is genetic Deficit in the ability to perceive whole words and to recognise words from previous experience. Child will struggle to read words that he cannot relate to a picture e.g. did / will struggle to read sight words / will struggle to read word that cannot be divided /will spell word the way they sound e.g. does/duz Dysphoneidesia Mix between dysphonesia and dyseidesia Dysnemkinphonesia Mix between dynemkinesia and dysphonesia Dysnemkineidesia Mix between dysnemkinesia and dyseidesia Dynmemkinphoneidesia Mix between dysnemkinesia, dysphonesia an dyseidetia One has to rule out the following deficits before a diagnosis of dyslexia can be made: Problematic vision and/or eye muscle functioning Impaired visual perceptual skills Impaired auditive perceptual skills Cognitive impairment Emotional problems/psychological factors Attention deficit disorder Health factors: e.g. nutrition, infections, allergies, trauma Environmental factors Treatment The child needs to be evaluated by a professional (usually an occupational therapist/speech therapist/educational psychologist/optometrist) that is registered with RADA (Red Apple Dyslexia Association). The test used is called the Dyslexia Test developed by Stark-Griffin. If dyslexia is identified it needs to be specified which type of dyslexia as each one has a different treatment approach. All types of dyslexia can be improved although the percentage differs from person to person. Dyseidesia cannot be 100% cured as it is genetic. Dysphoneidesia is the most difficult type of dyslexia to treat. Dysnemkinesia is easily treated. Build on the child’s strengths and later give attention to the weaknesses. Work around the problem to improve reading/writing and spelling. Famous dyslexics No matter what your dissability – you can still be successful !!! Just look at these famous dyslexic people: Pable picasso Tom cruise Richard Branson Leonard daVinci Thomas Edison Whoopi Goldberg Development of the child checklist The Developmental checklist will assist you in determining whether you child is functioning according to his/her age level. Download your order form Here It is divided into 29 categories namely: Movement (Activities of daily living) Communication skills (Cognitive skills) Personality traits / temperament (Playing) Ball skills (Coordination) Perception (Grasps & hand function) Basic concepts (Body concept) Number concept (Form concept) Colour concept (Size concept) Building with blocks (Working with beads) Cutting with scissors (Drawing / painting) Drawing a person (Picture-reading) Story-time (Writing) Eating / feeding (Sleeping) Prepositions (Senses) Teeth When determining if your child is developing according to his/her age level it is important to remember that each child is unique. Each child develops at his/her own pace; therefore no 2 children’s milestones will be achieved at exactly the same time. Please give a 2 – 3 month leeway to either side of the time frame given (e.g. if it says that a child has to walk when he is 1 year old it can mean that the child may start walking when he is 9 months old or 15 months old). When you see that your child has a delay in more than 2 important areas, please consult your developmental paediatrician and take him/her for an occupational therapy assessment. A child that has a developmental delay usually reaches a plato when 12 years old. Thus it is so important that a child receives therapy from as early an age as possible.

November 28, 2016

Developing reading skills to help children triumph against dyslexia

There were two important educational issues in the local and international spotlight during September and October 2016: Literacy Day, observed on 8 September 2016, and Dyslexia Awareness Month, which is observed annually during October. In support of Dyslexia Awareness Month, Edublox reading, maths and learning clinic examines the surprising root cause of dyslexia and shares tips on how parents can address their child’s reading difficulties. ‘The importance of literacy to prosperity and democracy in South Africa’ was a topic discussed at a Literacy Day breakfast event and panel discussion, hosted by the educational development programme, help2read. Panellists highlighted some of the key issues and challenges faced by the South African early education sector. According to Dr Nick Taylor, former CEO and current head of Education Evaluation and Research at the Joint Education Trust, the country’s most urgent educational priority is to promote reading and schooling from an early age, as brain sensitivity for the development of children’s foundational language skills is the greatest in the first few years of life. A study by Van der Berg supports this statement in concluding that potential access to university is already largely predetermined by Grade 4*. Susan du Plessis, Director of Educational Programmes at Edublox, explains that the issues around the promotion of basic literacy skills and creating awareness around dyslexia are more intertwined than many might think. “Reading difficulties are a major culprit when children experience learning difficulties. Often, a variety of symptoms are simply grouped together, diagnosed and labelled under the umbrella term ‘dyslexia’ – a word feared and dreaded by many parents. We believe that a strong focus on the development of foundational reading skills can be the key to unlocking learning potential in all children – including those diagnosed with the problem,” she adds. “An understanding of the causes of dyslexia can help parents support their children in overcoming it,” says Du Plessis. “Two important facts are especially relevant: firstly, that reading is not a natural or instinctive process, but an acquired skill that must be taught. Secondly, parents must remember that learning is a stratified process, during which one skill has to be acquired first, before it becomes possible to acquire subsequent skills. At the heart of this process and as the bottom rung of the ‘reading ladder’, is language. Skills, like visual processing, auditory processing and auditory memory form the second rung of this ladder, and must be taught first,” she explains. Du Plessis shares some tips on how parents can help children prevent and overcome reading difficulties: Since language plays a vital role in reading, it is important to provide children with enough opportunities to hear language from infancy. If your child is experiencing problems like letter reversals, difficulties with letter order, poor comprehension, mispronunciations and poor recall, the best approach is to take immediate action. Approach a professional reading clinic specialising in cognitive development that focuses on aspects like concentration, perceptual skills, memory, and logical thinking. Before setting up a meeting with an educational practitioner, it often helps to list your observations and your concerns. Be sensitive toward a dyslexic child or a slow reader’s feelings. Most children look forward to learning to read and do so relatively quickly. For these children, however, the experience is very different. For them, reading, which seems to come effortlessly for everyone else, appears to be beyond their grasp. Parents can breathe a sigh of relief as children’s academic performance can improve despite dyslexia. Abigail de Robillard, a mom from Durban, enrolled her dyslexic son at a reputable reading clinic and noted a change. De Robillard highlighted improvements in his overall self-confidence, his ability to manage schoolwork on his own, and his overall reading and concentration after just one term. “Dyslexia is a learning barrier – and I now truly believe that through hard work, the clinic will break these barriers and allow my son to harness all his real gifts, talents and abilities to be all that he can be, and above all, happy,” she says. Edublox is a leading specialist in cognitive development with 26 reading and learning clinics across Southern Africa. Edublox offers multisensory cognitive training, aimed at developing and automatising the foundational skills of reading, spelling and Mathematics. For more information about Edublox, visit www.edublox.co.za or contact 0861-EDUBLOX / 0861 338 256.

November 24, 2016

ADD/ ADHD And Alternative Treatments

Over the past years there have been many debates and controversy discussions around what Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) is? Furthermore how it is diagnosed and what are all the options to treating the disorder? The definition of attention-deficit/hyperactivity disorder (ADHD) has been updated in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This revision is based on nearly two decades of research showing that ADHD, although a disorder that begins in childhood, can continue through adulthood for some people. Changes to the Disorder ADHD is characterized by a pattern of behaviour, present in multiple settings (e.g., school and home), that can result in performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviours like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations. Children must have at least six symptoms from either (or both) the inattention group of criteria and the hyperactivity and impulsivity criteria, while older adolescents and adults (over age 17 years) must present with five. Treatment options There are a number of treatment plans that are available to parents when making the appropriate decision when treating their child for ADD/ADHD. Nutritious meals, play, exercise, and learning better social skills are all part of a balanced treatment plan that can improve performance at school, improve your child’s relationships with others, and decrease stress and frustration. Pharmacological Treatment Stimulants such as Ritalin, Concerta and Adderall are often prescribed for attention deficit disorder. Such medications may help your child concentrate better or sit still, however there is a general debate as to whether or not medication is a ‘quick fix’ and what about the long term affects as well as immediate side effects of appetite suppression, insomnia and an overall change in the child’s personality? For some parents they have found medication to be the best result for their child, while others look for alternative treatments and see pharmacological treatment as the last resort. Homeopathy There are many other effective treatments that can help children as well as adults with ADD/ADHD to improve their ability to pay attention, control impulsive behaviour, and curb hyperactivity. According to Dr Raakhee Mistry who is a Homeopath, commented that Homoeopathy has often been used to assist with ADD and ADHD and has been effective. But unlike conventional medicine, there is no one particular homoeopathic medicine for these conditions. The ADD and ADHD symptoms for that particular child and factors that aggravate or ameliorate the symptoms, are taken into account when selecting the remedy for the child. Homoeopathic medicines do not numb or block symptoms, instead they work with the body to re-establish a state of equilibrium. When the patient is in this equilibrium state, the symptoms ease and the patient is able to function better. The aim of homoeopathic treatment is not to keep a patient dependent on medicine, but rather to bring the patient to the space where he/she can maintain this equilibrium state. Many homoeopaths also incorporate other modalities to their treatment such as supplements, herbs and probiotics. A child’s restlessness and ability to concentrate has also been linked to the state of the child’s gut Nutrition Good nutrition can help reduce ADD / ADHD symptoms. Studies show that what, and when, you eat makes a difference when it comes to managing ADD/ADHD. The following tips can be seen below By scheduling regular meals or snacks no more than three hours apart is a useful tip, which will help keep your child’s blood sugar level, minimizing irritability and supporting concentration and focus. Try to include a little protein and complex carbohydrates at each meal or snack. These foods will help your child feel more alert while decreasing hyperactivity. Check your child’s zinc, iron, and magnesium levels. Many children with ADD/ADHD are low in these important minerals. Boosting their levels may help control ADD/ADHD symptoms. Increasing iron may be particularly helpful. One study found that an iron supplement improved symptoms almost as much as taking stimulant medication. Add more omega-3 fatty acids to your child’s diet. Studies show that omega-3s improve hyperactivity, impulsivity, and concentration in kids (and adults) with ADD/ADHD. Omega-3s are found in salmon, tuna, sardines, and some fortified eggs and milk products. However, the easiest way to boost your child’s intake is through fish oil supplements Tips for supporting your child’s treatment In order to encourage positive change in all settings, children with ADD / ADHD need consistency. It is important that parents of children with ADD / ADHD learn how to apply behavioural therapy techniques at home. Children with ADD/ADHD are more likely to succeed in completing tasks when the tasks occur in predictable patterns and in predictable places, so that they know what to expect and what they are supposed to do. Follow a routine. It is important to set a time and a place for everything to help a child with ADD/ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play and bed. Use clocks and timers. Consider placing clocks throughout the house, with a big one in your child’s bedroom. Allow plenty of time for what your child needs to do, such as homework or getting ready in the morning. Simplify your child’s schedule. Avoiding idle time is a good idea, but a child with ADD/ADHD may become even more distracted and “wound up” if there are too many after-school activities. Create a quiet place. Make sure your child has a quiet, private space of his or her own. A porch or bedroom can work well too as long as it’s not the same place as the child goes for a time-out. Set an example for good organisation. Set up your home in an organised way. Make sure your child knows that everything has its place. Role model neatness

October 28, 2016

Is Your Child Suffering From ADHD or ADD?

Do you have a busy child who is always running around, struggles to fall asleep before 10 at night, shouts out answers in the class, has difficulty concentrating and sitting still? Your child may be suffering from ADHD or ADD. But what is ADHD/ADD? Does my child need medication? Is the medication dangerous? Medical professionals use the DSM criteria to diagnose Attention deficit-hyperactivity disorder (ADHD) and Attention deficit disorder (ADD). The following signs and symptoms were taken from Kaplan and Saddock (IV edition): Either (1) or (2): (1) Inattention: Six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level: (a) Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities (b) Often has difficulty sustaining attention in tasks or play activities (c) Often does not seem to listen when spoken to directly (d) Often does not follow through on instructions and fails to finish schoolwork, chores or duties in the workplace (not due to oppositional behaviour or failure to understand instructions) (e) Often has difficulties organizing tasks and activities (f) Often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) (g) Often loses things necessary for tasks or activities (e.g. school assignments, pencils, books or tools) (h) Is often easily distracted by extraneous stimuli (i) Is often forgetful in daily activities (2) Hyperactivity-impulsivity: Six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level: Hyperactivity (a) Often fidgets with hands or feet or squirms in seat (b) Often leaves seat in classroom or in other situations in which remaining seated is expected (c) Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feeling of restlessness) (d) Often has difficulty playing or engaging in leisure activities quietly (e) Is often ‘on the go’ or often acts as if ‘driven by a motor’ (f) Often talks excessively Impulsivity (g) Often blurts out answers to questions before the questions have been completed (h) Often has difficulty awaiting turn (i) Often interrupts or intrudes on others (e.g. butts into conversations or games) Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years. Some impairment from the symptoms is present in two or more settings (e.g. at school, work and at home) There must be clear evidence of clinically significant impairment in social, academic or occupational functioning. The symptoms do not occur exclusively during the course of a pervasive developmental disorder, schizophrenia or other psychotic disorder, and are not better accounted for by another mental disorder. Your child may only have Attention Deficit Disorder; this is all the above symptoms except the hyperactivity-impulsivity symptoms. So what should I do if I think my child may be suffering form ADD/ADHD? Take your child to an occupational therapist to determine the possibility of ADD/ADHD and the effect it has had on development and skills. If the therapist suspects that your child is suffering from ADD/ADHD you will be referred to a paediatric neurologist for an evaluation. It is important not to take your child to a GP for medication as a specialist needs to be consulted as medication for ADD/ADHD is schedule 5/6 and works on the neurological system. Your child’s neurological system is still developing and damage can occur if the dosage of the medication is too high. Is medication always necessary? Sometimes medication is necessary – this will help your child to focus her attention; this will improve her concentration and thus learning can take place. Usually children with ADD or ADHD cannot concentrate for sufficient periods in class and thus they lose learning-time – that is why some children with ADD or ADHD fail their grade or fall behind in class. It will not help to hit/punish your child if they suffer from ADD or ADHD because although they try their best to sit still/work/pay attention, they are incapable of doing so – that is why medication is sometimes a blessing for both the child and the parents. It is sometimes difficult for parents to admit that their child needs medication but this is an issue that the parents need to deal with – don’t take valuable learning-time away from your child by not taking him/her to see a trusted paediatric neurologist. Usually the neurologist will start on a minimum prescription of Ritalin (for attention) and Risperdal for hyperactivity/restlessness. These medications will vary according to the age of the child and the severity of symptoms. Remember that it will take some time for your child’s body to adapt to the medication – don’t give up too soon. If unacceptable side-effects persist for more than 2 – 6 weeks, please talk to your doctor. Remember that not all medications work for all children and that the doctor may have to try a variety of medication until he/she finds the combination of medication that works for your child. Helpful hints Children with ADD or ADHD need a structured/disciplined environment to function optimally. Using the same handling approach at school, therapy and at home gives the child clear guidelines of what is expected of him/her. The golden rule to follow with a child with ADHD is a low GI diet. Find out if your child is allergic to any food e.g. dairy products, yellow food (corn, squash), junk food, fruit juice, sugar, chocolate, NutraSweet/Canderal/etc., processed meat, MSG’s, fried food, food colouring or fish as this may cause temper outbursts! Avoid processed foods. These contain additives and preservatives e.g. certain cheeses, certain cold meats Avoid junk food/take-aways Avoid sodas/fizzy drinks Avoid candy Avoid cookies No energy drinks e.g. Play/Red Bull Avoid fried foods E.g. chips, crisps, KFC Avoid additives and preservatives. Fruit juice should be diluted and not given

July 25, 2016

Dyslexia: Fact or Fiction?

Megan struggles to read. She is eight years old and everyone in her class seems to read better than her. Megan tries really hard but it never gets easier. She feels silly. Mom thinks Megan has dyslexia. According to popular belief, dyslexia is a disorder which causes kids to struggle with reading, spelling, writing and studying. Many believe that dyslexia is a neurological disorder in the brain that causes information to be processed and interpreted differently. Some people even believe that dyslexia is genetic. Road to Reading Susan du Plessis, director of Edublox Reading and Learning Clinic, says that if the term ‘dyslexia’ is only used to indicate a reading problem, it’s used correctly, but she doesn’t subscribe to the theory that it’s a neurological disorder. Susan shares this view with many others in both the fields of medicine and education. Many kids are labeled dyslexic from a very early age, long before they’ve even mastered the basic foundations required for reading. Can any child be labeled a ‘poor reader’ if he hasn’t been taught correctly or mastered specific steps on the road to reading? Let’s look at the sport of ice hockey. Before you kit your child out with the protective gear required by the sport and expect him to make the team, he first needs to learn how to ice skate, both forward and backward. He must also learn to turn and stop. Once he has mastered this step, he can move on to learning to control the puck with the stick, to pass and receive a pass, and to shoot. Only when these skills are well practiced and achieved, and he also knows the rules of the game, can he possibly make the team. “It’s exactly the same with reading,” explains Susan. “Without a good foundation and mastering the individual steps, children simply don’t learn to read well.” Steps to Reading Learning to read is a process. In order for a child to master this complex task, he or she needs to master the following skills: Language This vital first step begins at birth. Before any child can learn to read, he or she must have a good grasp of language. It’s the step that fits in at the same level as the ‘learning to skate’ section in our analogy on playing ice hockey. Before any child can learn to read, he must have a good command of language. Cognitive skills The next step on the road to reading starts when your child is two or three years old. Cognitive skills are mental skills that are used to acquire knowledge. Learning difficulties, like dyslexia, are often linked to weak cognitive skills. Concentration, perception, memory and logical thinking are four important cognitive skills needed for reading. Concentration: Children need to be taught to focus their attention and keep it focused for a period of time. Concentration is both an ‘act of will’ and a skill. Skills need to be taught and like other skills, concentration can be improved with regular practice. Perception: Perception is the ability to identify, recognise and interpret something, usually through the senses of sight or hearing. Two important perceptual skills for reading are directionality and form discrimination. Directionality relates to the direction of objects ‘in relation to self’ while form discrimination is the ability to perceive differences in the shape of objects. In reading, both these skills are essential — from learning the letters of the alphabet to syllables and then recognising whole words. Memory: There are many different kinds of memory and each is an important foundational skill for reading and spelling. Visual memory is particularly important, because a child must remember the visual appearance of words and letter sequence in order to read them. Logical thinking: Logical thinking is the ability ‘think head’ in sequence or steps in a way that makes sense or logically follows the previous step. This is an important skill for reading comprehension, because by using logical thinking skills, a child can anticipate what happens next. Susan says that weak cognitive skills can be strengthened and normal cognitive skills can be enhanced to increase ease and performance in learning. “Specific brain-training exercises can strengthen these weaknesses leading to increased performance in reading, spelling and learning,” she states. Just like the ice hockey player who is proud of his achievement when he finally makes the team, so your child, with some extra help in the right areas, can be a great reader — and proud of it too.

July 4, 2016

ADD / ADHD and Alternative Treatments

Over the past years there have been many debates and controversy discussions around what Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) is? Furthermore how it is diagnosed and what are all the options to treating the disorder? The definition of attention-deficit/hyperactivity disorder (ADHD) has been updated in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This revision is based on nearly two decades of research showing that ADHD, although a disorder that begins in childhood, can continue through adulthood for some people. Changes to the Disorder ADHD is characterized by a pattern of behaviour, present in multiple settings (e.g., school and home), that can result in performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviours like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations. Children must have at least six symptoms from either (or both) the inattention group of criteria and the hyperactivity and impulsivity criteria, while older adolescents and adults (over age 17 years) must present with five. Treatment options There are a number of treatment plans that are available to parents when making the appropriate decision when treating their child for ADD/ADHD. Nutritious meals, play, exercise, and learning better social skills are all part of a balanced treatment plan that can improve performance at school, improve your child’s relationships with others, and decrease stress and frustration. Pharmacological Treatment Stimulants such as Ritalin, Concerta and Adderall are often prescribed for attention deficit disorder. Such medications may help your child concentrate better or sit still, however there is a general debate as to whether or not medication is a ‘quick fix’ and what about the long term affects as well as immediate side effects of appetite suppression, insomnia and an overall change in the child’s personality? For some parents they have found medication to be the best result for their child, while others look for alternative treatments and see pharmacological treatment as the last resort. Homeopathy There are many other effective treatments that can help children as well as adults with ADD/ADHD to improve their ability to pay attention, control impulsive behaviour, and curb hyperactivity. According to Dr Raakhee Mistry who is a Homeopath, commented that Homoeopathy has often been used to assist with ADD and ADHD and has been effective. But unlike conventional medicine, there is no one particular homoeopathic medicine for these conditions. The ADD and ADHD symptoms for that particular child and factors that aggravate or ameliorate the symptoms, are taken into account when selecting the remedy for the child. Homoeopathic medicines do not numb or block symptoms, instead they work with the body to re-establish a state of equilibrium. When the patient is in this equilibrium state, the symptoms ease and the patient is able to function better. The aim of homoeopathic treatment is not to keep a patient dependent on medicine, but rather to bring the patient to the space where he/she can maintain this equilibrium state. Many homoeopaths also incorporate other modalities to their treatment such as supplements, herbs and probiotics. A child’s restlessness and ability to concentrate has also been linked to the state of the child’s gut Nutrition Good nutrition can help reduce ADD / ADHD symptoms. Studies show that what, and when, you eat makes a difference when it comes to managing ADD/ADHD. The following tips can be seen below  By scheduling regular meals or snacks no more than three hours apart is a useful tip, which will help keep your child’s blood sugar level, minimizing irritability and supporting concentration and focus.  Try to include a little protein and complex carbohydrates at each meal or snack. These foods will help your child feel more alert while decreasing hyperactivity.  Check your child’s zinc, iron, and magnesium levels. Many children with ADD/ADHD are low in these important minerals. Boosting their levels may help control ADD/ADHD symptoms. Increasing iron may be particularly helpful. One study found that an iron supplement improved symptoms almost as much as taking stimulant medication.  Add more omega-3 fatty acids to your child’s diet. Studies show that omega-3s improve hyperactivity, impulsivity, and concentration in kids (and adults) with ADD/ADHD. Omega-3s are found in salmon, tuna, sardines, and some fortified eggs and milk products. However, the easiest way to boost your child’s intake is through fish oil supplementsTips for supporting your child’s treatmentIn order to encourage positive change in all settings, children with ADD / ADHD need consistency. It is important that parents of children with ADD / ADHD learn how to apply behavioural therapy techniques at home. Children with ADD/ADHD are more likely to succeed in completing tasks when the tasks occur in predictable patterns and in predictable places, so that they know what to expect and what they are supposed to do.  Follow a routine. It is important to set a time and a place for everything to help a child with ADD/ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play and bed.  Use clocks and timers. Consider placing clocks throughout the house, with a big one in your child’s bedroom. Allow plenty of time for what your child needs to do, such as homework or getting ready in the morning.  Simplify your child’s schedule. Avoiding idle time is a good idea, but a child with ADD/ADHD may become even more distracted and “wound up” if there are too many after-school activities.  Create a quiet place. Make sure your child has a quiet, private space of his or her own. A porch or bedroom can work well too as long as it’s not the same place as the child goes for a time-out.Set an example for good organization. Set up your home in an organized way. Make sure your child knows that everything

March 29, 2016

Meal planning for the child with ADHD

Ask ten nutrition experts what you should eat and you will get ten, often-conflicting diet plans. Add Attention Deficit Hyperactivity Disorder (ADHD) to the mix and you will be even more confused. Firstly ADHD is not caused by diet. There have been numerous studies over the years to support this statement. Does diet affect ADHD children? Of course, Diet, as in “what we eat”, affects each one of us whether we have ADHD or not. If you feel unsteady on a stairway, you grab the banister to steady yourself. Likewise, if your child’s (or your) brain chemistry is off kilter with ADHD, favouring healthy foods engenders equilibrium. By providing a healthy diet and environment is the most pleasurable – and the least invasive – way to care for your loved ones and yourself. The information given in this article need not be exclusively for the use of the ADHD child but all members of the family will benefit from making this subtle yet effective change to their daily eating schedule. The diet for the ADHD child is the bedrock on which you need to build all other therapies. It is no use adding a handful of supplements to your child’s diet if their actual daily intake is not even meeting the basic recommended dietary intakes (RDI’s) for their age. Supplements added to a balanced healthy diet will be much more effective if taken with good food than as an isolated tablet. The ADHD child’s response to therapies like Occupational therapy, physiotherapy etc. will be much better if the child has the necessary energy resources to draw from during a therapy session. If your child requires medication to treat her ADHD symptoms then starting off with a sound, healthy dietary platform will only enhance the effectiveness of the medication. Likewise attentiveness, concentration and participation in class is a lot more probable if your child has eaten a healthy, well balanced breakfast and this is true for all children, not just children with ADHD. Allergies have also been studied extensively with their link to ADHD so let’s just briefly unpack this before we go into the details of some healthy diet tips. Children and adults, who have allergies, be they to foods, additives or the environment are not generally happy people while their allergies are aggravating them. A child who has rhinitis (runny nose) and is constantly sniffing and coughing due to the aggravation of a post nasal drip will struggle to sit still and focus on what the teacher is saying or the work he should be doing. The distinction needs to be made between ‘food allergies causing ADHD versus the symptoms of the allergy exacerbating the symptoms of ADHD. If you suspect your child has allergic tendencies to certain foods then you must get that seen to by taking your child to a specialist or undertaking an elimination diet under the advice of a trained professional. Having said all of this, changing diet is a process and not like taking a pill. It takes time, commitment and patience and more importantly ‘buy-in’ from the family members. When changing eating habits, it is important to involve the family members and give explanations. Children respond well when they understand. Children are also extremely trusting and if the change can make sense they will generally give it a good try. When making changes to the diet it is important to observe the context of the whole change process. For example if you cut out all chicken from your child’s diet, it may not be the lack of chicken that is causing irritability and discontent. It might be that you took away all her favourite meals in one shot and she’s a little upset about it. Looking at the whole picture is a good idea and moderation is always good. Wanting your child to eat well is one thing. Getting him to do so is another. As already mentioned the best way to get your child to eat well is to eat well yourself. That is having good food at hand and minimizing the less healthful choices. Letting your child help prepare food magically whets her appetite. Creating something yummy is empowering no matter what your age. Daily foods to include: Good Starches If you take in a lot of sugary treats such as sweets, fizzy and sugary cool drinks, cakes and biscuits it will cause your blood sugar levels to rise and fall due to the insulin (hormone to break down sugar) levels that will rise and fall. This constant up and down will result in mood changes and irritability. When children get a blood sugar drop, unlike us, they will try and feel better by getting busier and will do what ever it takes to stay alert which often results in over compensation. Offer low glycaemic carbohydrate foods as often as possible, like seed bread, rice, pasta, provitas etc. Foods are well labelled with Low Glycaemic Index labels and these should be foods of choice for your ADHD child. Limit fruit juices to 1 glass diluted fruit juice per day. Eat whole fruits instead. Aim to include 2 – 3 fruits per day. Offer water for thirst. Iced rooibos tea mixed with a little pure fruit juice is also a refreshing option. Remember however that it is the glycaemic (sugar) load of the whole meal that is important so including a protein with the carbohydrate will be an advantage to stabilizing blood sugar levels. This also helps when you offer starches that are a little higher on the glycaemic index, like a white hot dog roll or a tortilla. Good proteins Have a serving of protein rich food at every meal and snack, including breakfast. Sources of protein include eggs, fish, meat, cheese and soybeans, nuts, peanut butter. Eat snacks like cheese sticks and biltong slices. Good veggies For the good of your health, use a wide variety of vegetables and prepare them in diverse ways. Aim daily to include 3

February 4, 2016

Cookie	Duration	Description
cookielawinfo-checkbox-advertisement	1 year	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Advertisement".
cookielawinfo-checkbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Cookie	Duration	Description
_ga	2 years	This cookie is installed by Google Analytics. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. The cookies store information anonymously and assign a randomly generated number to identify unique visitors.
_gid	1 day	This cookie is installed by Google Analytics. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. The data collected including the number visitors, the source where they have come from, and the pages visted in an anonymous form.

Cookie	Duration	Description
_gat_gtag_UA_18530557_4	1 minute	No description
pron_ip	session	No description
pvc_visits[0]	1 day	This cookie is created by post-views-counter. This cookie is used to count the number of visits to a post. It also helps in preventing repeat views of a post by a visitor.
tk_ai	session	Gathers information for WordPress by themselves, first party analytics tool about how WP services are used. A collection of internal metrics for user activity, used to improve user experience.