Remedial Education
Special education is tailored to meet the needs of individuals with learning disabilities, helping them progress in school.
Characteristics of Remedial Education:
- Research-based and proven teaching methods should be used.
- The teacher-student ratio should be 1:1.
- Instruction should be delivered step-by-step, without skipping content.
- Learning should be at the student’s pace.
- Regular reviews and practice exercises should be included to reinforce learning and apply new knowledge.
- There should be an assessment of what the student has learned to determine readiness for the next level.
- The lesson should be taught differently than how it was taught the first time.
- Remedial instruction should take place twice a week for best results.
- Focus should be on the holistic development of the child.
Specific Learning Disabilities and Teaching Strategies
Dyslexia
- Choose a quiet place for reading and comprehension activities.
- Use recorded books.
- Select books with large print and wide spaces between lines.
- Provide a copy of the lesson taught.
- Overlook spelling errors in subjects like history or science.
- Allow the use of a laptop for essays.
- Use multi-sensory teaching methods.
- Teach students to use logic rather than rote memorization.
- Break subjects into smaller units.
Dyscalculia
- Allow the use of fingers or extra paper for solving problems.
- Use visual aids to explain math concepts.
- Provide peer support.
- Suggest using graph paper to organize math problems.
- Allow colored pencils to differentiate parts of problems.
- Draw pictures for word problems.
- Teach memory techniques to recall math steps.
- Use rhythm and music to teach math facts and reinforce steps.
- Encourage the use of computers for homework and practice.
Dysgraphia
- Suggest the use of a word processor.
- Avoid punishing slow or careless work.
- Use oral exams.
- Allow the use of a tape recorder for lectures.
- Provide note-takers.
- Give pre-printed math problems.
- Allow wide-rule paper or graph paper for writing.
- Suggest using pencil grips or special writing aids.
- Provide alternatives to written assignments, such as video or audio reports.
Nonverbal Learning Disabilities
- Minimize transitions and provide verbal cues before transitions.
- Verbally explain similarities, differences, and connections in lessons.
- Present instructions in a sequence and number steps.
- Simplify abstract concepts and explain metaphors or multiple meanings.
- Answer the student’s questions but set limits on excessive questioning.
- Allow breaks when signs of fatigue appear.
- Prepare the student for changes in routine, no matter how small.
- Implement creative or modified teaching methods.
- Never assume the child understands something without confirmation.
- Provide clear explanations when the child loses focus or appears confused.
Well Child Visits
Child Development Resouces
Ninth Well Child Visit
Eleventh Well Child Visit
Tenth Well Child Visit
Eighth Well Child Visit
Seventh Well Child Visit
Sixth Well Child Visit
Fifth well child visit
Fourth well child visit
Third well child visit
Second well-child visit
First well child visit
Well child visits
Request and Commands
Transition
Teaching Skills
Time Out
Ignoring Deliberately
Daily Routines
Prepare in Advance
Distraction
Change the situation
ABC Behavior Management
Characteristics of Specific Learning Disabilities
Assessment of Specific Learning Disability
Strength of the child
Comorbid Conditions
Remedial Education
Specific Learning Disabilities
Processing Areas
Learning Disabilities
Scholastic Backwardness
Temperament
Values
Stress
Story telling
Predictable Environment
Routines
Play
Nutrition
Motivation
