How To Selecting a Tutoring Center for Kids With Learning Problems

It is obvious that most parents desire their children to have a high success rate in academics. However, parents feel confused when they discover that their child suffers from learning disability. However, feeling disillusioned is not a solution to the problem. Rather, selecting a tutoring center that have certified and trainer instructors to take care of children with learning disabilities is a step in the right direction.

As a parent, you need to select a tutoring center for kids with learning disabilities carefully. Some quick tips to help you make the right selection are as follows:

    • Check the infrastructure: A center might proclaim a lot of positive things for itself, but you need to evaluate whether it has the facilities it promises. You should try to find out if the center is well-equipped to handle the particular learning disability that your child is affected with.

 

    • Check the teacher-student ratio: You need to check how the tutoring center assigns an instructor for every student or a group of students. This is important because children with learning disabilities have different learning needs than their regular peers and should be partnered with such an instructor who has adequate experience in teaching the child with care, love and empathy.

 

    • Opt for several classes a week: As students with such difficulties need more attention, it is imperative to choose a tutoring center that offers several classes in a week. This way, your child can have better practice of whatever is being taught and retain the lessons better.

 

    • Check if the curriculum is structured to benefit your kid the most: Most of times, kids suffering from learning disabilities find it difficult to cope with studies. So, try to get your kid enrolled into a center that tries to strengthen the basic skills of your child or the areas he is weak in, and eventually moves on to the harder concepts. You should also find if the tutoring center offers personal, one-on-one attention or a group-oriented program, or a blend of both. While some students can work well with others in group sessions, some others, especially those struggling with their lessons would benefit more from private tutoring. Since several centers provide either one or the other, or have different fee structures depending on which type of program you select, you should check to make sure that your child can indeed benefit from such learning programs.

 

  • Are the parents involved? Centers that encourage involvement of parents have a better chance of addressing the problem of learning disability. If parents are involved in the learning sessions often, they can guide their kids in a similar direction even at home, thus making the learning process more effective.

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Guuide To Choose The Right School

Choosing the right school for any child is a tough decision. But choosing the right school for a child with special needs or learning difficulties is absolutely critical. Which is why I have written this article to hopefully give you some tips on how to choose the right school.

When you have a child with special needs, the RIGHT school can:

Be a fantastic source of support for you and your child.
Help your child reach their full potential.
Minimise the symptoms of your child’s disorder or difficulty.
Make your child feel comfortable and happy.
Allow your child to make friends and eliminate the chance of bullying.
Improve your child’s chances of a bright future full of opportunities and possibilities.

This all sounds fantastic and is what every parent wants for their child.

However, choosing the WRONG school can:

Give you little or no support.
Hold your child back.
Make their symptoms worse.
Cause your child to feel scared, alone and isolated.
Make it difficult for your child to make friends.
Increase the likelihood of bullying.
Limit the chance of your child having a bright future.

YES, this is how important it is to get the right school when your child has special needs. And unfortunately this is the reality of what could (and often does) happen.

I have had a lot of experience in this area with my own son:

When he was due to start school. I spent hours trawling the internet in search of the best local schools, in the best areas, with the highest league table scores and best reports.

This was a HUGE mistake.

If you have a child who does not have special needs or learning difficulties, then yes, do what I did, and look for those high performing schools in ‘good’ areas.

BUT, if your child has special needs, DO NOT DO THAT. I can’t stress that enough.

High performing schools are often high performing because they have very few children with special needs.

This means that:
a) they won’t have such good facilities and procedures in place for them.
b) they won’t have such good knowledge or experience with special needs or learning difficulties.

Also, high performing schools in ‘good’ areas often lack in diversity. This can make your child more likely to be subject to bullying. Where a school has a higher number of children with special needs and a greater level of diversity, children are more open to differences between them and less likely to pick on a child for being different.
The first school I sent my son to, I made this mistake. I sent him to a very high performing school in a typically rich, white christian area. The school had less than 1% special needs. And 0% cultural diversity.

Within a few months, my son was terrified to go to school. He hardly had any friends. He was being bullied. The teacher constantly came up to me at the end of the day to tell me what he’d done wrong that day or how much he’d struggled. He achieved barely any learning progress. And every time I went into a meeting with his teacher or special needs co ordinator, they would say things like, “we don’t know what to do with him”. And, “We think you should consider sending him to a special school”.

For far too long, I left him at that school, not realising the damage it was doing, or that things could be different.

After nearly 2 years I pulled him out. And not to send him to a special school (like they had suggested). I sent him to a school in a nearby town, which was the exact opposite of the school he had just left.

I sent him to a school with low performance rates. The highest percentage of special needs children in the area (12%) and was located in quite a ‘poor’ area with lots of diversity.

Within a few weeks he started to read simple words, write his name and count to 10. Things he had never been able to do. He enjoyed going to school (most days – we still had the occasional day he couldn’t be bothered, but no screaming fits). He made lots of friends. And all the teachers and staff their loved him.

Instead of having a teacher constantly moaning about him, they spoke about him with fondness and affection. It was fantastic.

After just over 4 glorious years at that school. Sadly he had to leave, because we had to emigrate from England to Australia.

But, when we started the search for a school in Australia, I had already learnt my lesson. So I immediately looked for a school that was:

Small (under 400 students) the less the better.
Had high rates of children with special needs and learning difficulties (minimum or 8%).
Had a very diverse mix of students, with children from lots of different economic, ethnic, religious and cultural backgrounds.
A school that focused a lot of attention on social development and happy children.

We visited school after school after school within about a half an hour drive of our house. And eventually we found a school that met all my criteria. Woodville Primary School in Victoria.

My son has been there now for 6 months and he couldn’t be happier. He has lots of friends and the staff adore him. But most importantly he enjoys going to school. And I feel supported and listened to by his teacher and the other staff.

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Tips For Parents To Help Their Dyslexic Children at Home

5193875-1913x2550-34400f61Remove the fear

It is important for the parent to talk to their child and explain as simply as they can what they have learned about dyslexia. To talk about it in positive terms and to remove the fear and depression that often sets in when a child is given that label. Often dyslexic children experience feelings of alienation amongst their peers in class and it is essential that their home provides them with a safe haven where the family at least understands and can give support. It must be a place where they can talk freely without criticism and without ridicule. A place where they can express their feelings and emotions and be given guidance.

Story time

Even though reading may be an issue, the process of reading with their child should be made a special time. This is a time when parent and child can bond and share experiences based around the book that is being read. To begin with it may well be that the parent has to do all the reading, with the child looking on.

This is still a very valuable experience because the story can be talked about. The child can be encouraged to give his or her interpretation of what has just been read. Words can be focused on and their meaning discussed.

Even though the child has not been contributing to the actual reading, the words will have been looked at and that will have made some impression on the brain. The fact that their meanings have been discussed will help build up a basic vocabulary.

Reading should become a time of enjoyment, a time of excitement, wanting to hear the next chapter or find out how the story ends. It is an opportunity to join a library and maybe find specific authors that appeal, especially those authors who have written great series of books.

Paired reading

If a dyslexic child is getting some appropriate tuition and their literacy skills are improving, there will come a time when the reading experience can be in the form of ‘paired’ reading. This is where both parent and child contribute, maybe alternating the pages, or maybe the parent just filling in for every word that the child can’t yet read. It is still important to converse about the story and to encourage the child to talk about their feelings surrounding what has just been read.

Love affairs

Eventually when the child is competent enough to read out loud independently the parent may just sit and listen or may oversee the whole reading just to check the accuracy. Parents that can carry all this out may be rewarded with their child eventually associating reading with so much pleasure that they develop a lifelong love affair with books and the written word.

One parent has told me of walking past her daughter’s bedroom door late at night and seeing the light coming from her room. She would call out “It’s time you were asleep now”, and the reply would come back “Not ’til I get to the end of this chapter. If I don’t, I’ll lie awake wondering about it, so I may as well just read it”. She was a great success story, barely able to read anything at the age of 7 years old. Now she reads great volumes one after the other and never goes away anywhere without filling her kindle.

Support and encouragement

Aside from helping their child with reading, a parent can be supportive in many other ways, assisting them with the homework that piles in every night, for instance. It is important that the parent doesn’t actually ‘do’ the homework, rather encourage the child to tackle it as best they can, but still working independently.

Organisational skills may be something that needs demonstration until the child learns to do things automatically. Being organised takes away much of the stress surrounding going to school, and being organised within the lessons and during homework allows for clear thinking and creates more time for leisure.

Perhaps one of the most important things a parent can do for their dyslexic child however, is to make sure that the school is giving them the right sort of support and teaching, and if that is not happening, making sure that they seek out the best form of private tuition from a specialist teacher. It really does make an enormous difference to the future potential of the child.

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Ways Of Improving Security In Campuses

The large number of students that a campus accommodates can make it very hard to control who enters and leaves the school. It can also make it hard to make entry searches so as to avoid dangerous things like guns from finding their way into the campus. With continued rising cases of crimes in schools it is up to every campus administration to ensure that measures are put in place to improve the security levels in the learning institutions. Even the smallest changes can make a difference and prevent ugly situations from happening.

Create specific entry and exit points – One of the best ways of controlling access to the campus is to minimize the number of spots that offer easy access to the compound. This means having a reliable perimeter wall that makes it harder for people from outside to access and those from inside to get out. You can have gates in different locations to accommodate the number of students from different points but they should be just enough and easy to manage.

Hire a security team – Not many campuses have manned gates yet this is something that can help in improving the security levels within campuses. The fact is that if all students understand that they will have to go through security checks when entering the school, then they will be very careful with what they carry with them to school. The team should have the necessary security equipment and should be reliable in service delivery.

Consider security patrols – They are not only necessary during night time to protect students who board and the property at large but also very important during the day because some crimes take place in broad daylight. The patrols can be a combination of foot patrols and car patrols and they should around all sensitive areas including parking lots, entrance and behind buildings and others. With such patrols, it can be easy to stop events as they occur.

Issue ID cards – They should not just be for students, but also for staff members. It is even better to make it mandatory for everyone to wear the cards so that it is possible to pick out strangers amongst the students and staff. With the right system in place, the cards can be used with access control systems and class attendant tracking systems. The more possible it is to control school traffic and to track individual class attendance the easier it will be to tell risky spots.

Hire trustworthy staff – A campus cannot run without lecturers and subordinate staff and the least you can do is to conduct background checks just to be sure about the kind of person you are about to hire for an open post. It is important to remember that a wrong staff member can use students for different kinds of attack or they can also pose harm to the students and the school at large. Find out as much as you can about the staff members before hiring.

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