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Here are Tips for Parents to Help Children with ADHD Manage Homework Effectively

Create a Quiet Workspace:

  • Set up a distraction-free area for homework.
  • Keep the workspace organized and used exclusively for homework and studying.

Prepare Necessary Supplies:

  • Ensure stationery (pencils, erasers, rulers, etc.) is easily accessible.
  • Keep all homework materials in one place to avoid interruptions.

Establish a Homework Routine:

  • Set a consistent time for homework, ideally after a snack or meal, when returning home from school.
  • Avoid starting too late in the evening when the child is tired.

Break Tasks Into Smaller Steps:

  • Divide assignments into smaller, manageable chunks.
  • Use checklists to help them track completed tasks.

Use a Timer:

  • Set a timer for focused work periods (e.g., 15-20 minutes).
  • Follow each session with a short break for movement or relaxation.

Provide Clear Instructions:

  • Give one instruction at a time to avoid overwhelming them.
  • Use visuals or written steps if necessary for clarity.

Incorporate Movement Breaks:

  • Allow short breaks for physical activity to release energy.
  • Use activities like stretching or jumping jacks during breaks.

Minimize Distractions:

  • Limit access to devices like phones or TV during homework time.
  • Use noise-cancelling headphones or play soft background music if helpful.

Offer Positive Reinforcement:

  • Praise all effort and progress.
  • Use small rewards to motivate them (e.g., stickers, extra playtime).

Be Available for Support:

  • Stay nearby to assist but encourage independence.
  • Help with difficult questions but avoid doing the work for them.

Use Visual Schedules:

  • Display a clear daily schedule with homework time highlighted.
  • Include pictures or icons for younger children to make it engaging.

Teach Time Management Skills:

  • Encourage them to estimate how long tasks will take.
  • Use a clock or timer to monitor time spent on homework.

Focus on Effort Over Perfection:

  • Emphasize doing their best rather than achieving perfect results.
  • Help them learn from mistakes without judgment.

Stay Patient and Flexible:

  • Adjust strategies as needed based on what works best for your child.
  • Keep communication open about their challenges and successes.
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School Readiness for Children with ADHD

 Preparing for school can be an exciting yet challenging time, especially for children with ADHD. School readiness for children with ADHD involves more than academic abilities, it requires a focus on behavioural, emotional, and social skills. Early intervention strategies and thoughtful preparation can help children transition to the school environment more smoothly.

 

Understanding School Readiness for Children with ADHD 

 

School readiness for children with ADHD means ensuring they have the skills and strategies necessary to navigate the classroom environment. This includes the ability to follow routines, engage with peers, and manage attention-related challenges. By focusing on these areas before school starts, we can set our children up for success. 

 

Key Components of School Readiness for Children with ADHD 

 

  1. Building Attention and Focus One of the most significant challenges for children with ADHD is maintaining attention in a classroom setting. Activities that promote sustained attention, such as puzzles or simple step-by-step games, can help prepare them for the structured learning environment. Gradually increasing the duration of such activities can build their focus over time. 
  2. Developing Routines Establishing daily routines is essential for school readiness for children with ADHD. Predictable schedules help children feel secure and understand expectations. Parents can create a morning routine that mirrors the school day, including set times for waking up, eating breakfast, and getting dressed. Practicing these routines before the school term begins can ease the transition. 
  3. Social Skills and Peer Interaction Social interaction can be challenging for children with ADHD, as impulsivity and difficulty reading social cues may be common. Parents can foster these skills by organizing playdates or role-playing scenarios such as sharing, taking turns, or resolving conflicts. Positive reinforcement can encourage appropriate social behaviour, building confidence in social settings. 
  1. Emotional Regulation and Coping Strategies Emotional regulation is another critical aspect of school readiness for children with ADHD. Teaching children techniques like deep breathing or counting to calm down can help them manage frustration or anxiety. Using visuals, such as an emotion chart, can assist children in identifying and expressing their feelings. 
  2. Engaging in Physical Activity Regular physical activity can help children with ADHD release energy and improve focus. Activities such as running, swimming, or yoga can be incorporated into their routine to prepare them for the sitting and listening required in school. 

 

Parental and Educator Involvement 

 

At Catch Up Kids, we collaborate with parents and educators as this plays a crucial role in school readiness for children with ADHD. Communication with families and schools is vital to ensure that teachers understand the child’s unique needs. Sharing strategies that work for that specific child can help teachers create a supportive classroom environment. 

Additionally, we also collaborate with specialists, such as occupational or speech therapists, who can provide additional strategies. Early intervention can significantly improve a child’s ability to cope with the demands of school, ensuring a smoother transition and greater long-term success. 

Conclusion 

 

School readiness for children involves a combination of preparing attention, routines, social skills, and emotional regulation. By fostering these skills and working closely with educators and specialists, we can empower our children to thrive in school. Early preparation and a supportive environment can make a huge difference for children with ADHD, giving them the tools they need to succeed academically and socially. 

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ADHD and Learning Difficulties

Attention Deficit Hyperactivity Disorder (ADHD) is often accompanied by various learning difficulties, making it essential to understand how these conditions interact and impact children. ADHD and learning difficulties frequently coexist, creating unique challenges in educational and personal development. Although there is no cure for these conditions, early intervention and tailored support can significantly alleviate their effects.

 

Understanding ADHD and Learning Difficulties

ADHD is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity. These symptoms can vary in severity and often interfere with daily functioning. Learning difficulties, on the other hand, encompass a range of disorders that affect the ability to acquire and use academic skills, such as reading, writing, and mathematics. Common learning difficulties include dyslexia, dysgraphia, and dyscalculia.

When ADHD and learning issues coexist, they can make up the challenges an individual faces. For instance, a child with ADHD may struggle with staying focused in class, while a learning difficulty like dyslexia can further complicate their ability to read and comprehend text. This combination can lead to frustration, low self-esteem, and academic underachievement if not addressed properly.

 

Impact of ADHD and Learning Difficulties

The coexistence of ADHD and learning difficulties can have a profound impact on an individual’s academic performance and overall well-being. Some of the key challenges include:

  • Attention and Focus: ADHD often leads to difficulties in sustaining attention, which can hinder the learning process. When coupled with learning difficulties, this challenge is amplified, making it harder for students to keep up with their peers.
  • Organization and Time Management: ADHD can impair executive functions, affecting an individual’s ability to organize tasks and manage time effectively. Learning difficulties can add to this burden, making it crucial for students to receive specialized support.
  • Emotional and Social Impact: The frustration of dealing with ADHD and learning issues can lead to emotional issues such as anxiety, depression, and low self-esteem. Social interactions may also be affected, as these individuals might feel isolated or misunderstood by their peers.

 

Early Intervention and Support Strategies

While ADHD and learning challenges cannot be cured, early intervention is key to mitigating their impact. Timely and appropriate support can help individuals develop coping mechanisms and achieve success in various aspects of life.

  • Individualized Education Plans (IEPs): Schools can develop IEPs tailored to the specific needs of students with ADHD and learning difficulties. These plans provide accommodations such as extra time on tests, specialized instruction, and assistive technology.
  • Behavioural Therapy: Behavioural interventions can help individuals with ADHD improve their focus, organization, and self-control. Techniques such as positive reinforcement and structured routines can be particularly beneficial.
  • Skill-Building Programs: Programs aimed at improving academic skills, such as reading and math tutoring, can address specific learning difficulties. These programs often use multisensory approaches to enhance learning.
  • Parental and Educator Involvement: Parents and educators play a crucial role in supporting individuals with ADHD and learning challenges. Training and resources can equip them to provide effective assistance and create a supportive environment.

 

Conclusion

ADHD and learning difficulties present significant challenges, but with early intervention and comprehensive support, individuals can develop strategies to cope and thrive. Recognizing the interplay between ADHD and learning issues is essential for providing effective support that addresses both conditions. By fostering an understanding and supportive environment, we can help those affected by ADHD and learning difficulties achieve their full potential and lead fulfilling lives.

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How to Evaluate if Your Child Needs Help at School

Ensuring a solid educational foundation is crucial for a child’s future success. Recognizing when your child might need extra support can make a significant difference in their academic journey. Understanding how to evaluate if your child needs help at school to lay their foundation is essential for parents and guardians. Early intervention can help mitigate the effects of learning difficulties and provide strategies to cope effectively. Here’s how to evaluate if your child needs help at school to lay their foundation.

 

1. Monitor Academic Performance

One of the primary indicators to evaluate if your child needs help at school to lay their foundation is their academic performance. Consistently low grades, difficulty understanding new concepts, and falling behind peers are red flags. Pay attention to feedback from teachers during parent-teacher conferences and progress reports. If your child struggles despite putting in effort, it may be time to seek additional support.

 

2. Observe Behavioural Changes

Behavioural changes can also signal the need to evaluate if your child needs help at school to lay their foundation. Children who are frustrated by academic challenges might exhibit signs of stress, anxiety, or a lack of interest in school. Noticeable changes in behaviour, such as increased irritability, withdrawal from social activities, or reluctance to attend school, can indicate underlying issues that need to be addressed.

 

3. Assess Learning Skills and Habits

Assessing your child’s learning skills and habits is another key step in determining how to evaluate if your child needs help at school to lay their foundation. Difficulties with basic skills such as reading, writing, and math are common indicators. Additionally, observe their study habits: Are they able to focus on homework? Do they manage their time effectively? Struggles in these areas often suggest the need for intervention.

 

4. Communication with Educators

Effective communication with educators is crucial when evaluating if your child needs help at school to lay their foundation. Teachers can provide valuable insights into your child’s performance and behaviour in the classroom. They can highlight specific areas of concern and suggest appropriate resources or strategies. Regular communication ensures that any issues are identified and addressed promptly.

 

5. Professional Assessments

If initial observations and teacher feedback indicate significant concerns, seeking a professional assessment is a vital step in how to evaluate if your child needs help at school to lay their foundation. Educational psychologists or specialists can conduct evaluations to identify any learning disabilities or developmental delays. These assessments provide a comprehensive understanding of your child’s needs and inform the development of an effective support plan.

 

6. Early Intervention and Support

Once you have determined that your child needs help, early intervention is crucial. Implementing support strategies at an early stage can significantly improve their academic experience and outcomes. Individualized Education Plans (IEPs), tutoring, and behavioural therapy are some options that can be tailored to address your child’s specific needs.

 

Conclusion

Understanding how to evaluate if your child needs help at school to lay their foundation is essential for setting them on the path to success. By closely monitoring academic performance, observing behavioural changes, assessing learning skills, communicating with educators, and seeking professional assessments, parents can identify when their child needs extra support. Early intervention not only helps manage learning difficulties but also empowers children to develop coping strategies, increasing their chances of long-term success in school and beyond.

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Remedial / Extra Classes

Remedial / Extra Classes – classes within a school setting- have aspects of traditional schooling, but focus on providing individual instructions, instead of giving instructions to the class as a whole. Teachers who teach remedial classes have specialised training that allows them to understand the individual needs of students with Autism, ADHD, other neurological conditions, and learning disorders. Due to their training, these teachers are often more patient, as they have learned about the behaviours which these children may display.

Remedial / Extra Classes also tend to be quite a bit smaller, but still focus on the social and communicative areas of peer-play and teamwork. These classes are more accommodating for the sensory needs of the children by often allowing frequent breaks for regulation and sensory input.

The four main steps of remedial teaching/classes are:

  • Prepping and collecting supporting materials that are specially for the abilities and capacity of the students.
  • Adapting the educational curriculum to the abilities of the children, especially through organising the resources in a way that is easier to understand for differently wired minds. This also includes making sure that the work is challenging (to prevent boredom, and thus non-compliance), but not so challenging that the child no longer wants to attempt the lesson.
  • Choosing appropriate teaching strategies, and teaching at a slower pace than in traditional classes. One of the strategies includes starting the lesson with an achievable goal, so that the child is motivated and willing to attempt a more demanding task.
  • Organising teaching materials, including materials that provide multi-sensory learning, interesting methods of learning, engaging colours, images, and themes.

In remedial classes, there is also a primary focus on rewarding trying, not just rewarding the desired outcome. This is the most important aspect of special needs education, as there is no incentive for the child to try if they do not know it is safe to make a mistake. Children with special needs often struggle can heavily impact their confidence and sense of self-worth, so it must be ensured that the environment is a calm, engaging, positive space for each individual.

Sometimes children can attend remedial / extra Classes independently, and other times, the child might require facilitation from a tutor, instructor, or therapist. School facilitation is the process in which the child is accompanied by a special-needs professional. The professional may be simply a supportive measure, or the needs of the child may be more intensive. Intensive support may look like running a toileting programme, showing the child how to complete activities and completing it with them, teaching communication methods, assisting social interaction, applying consistency in regard to complying with classroom rules and schedules, and explaining situations that the child might not understand or might be distressed by.

Remedial classes are an option for children with special needs, even if they are a higher-needs child. Should these needs require even more support than just a remedial class, school facilitations are an option to create the optimal environment of learning and trying!

Article by: A. Pascoe (2023)

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The Link Between ADHD and Bowel Problems in Children

 While ADHD primarily affects a child’s cognitive and behavioural functions, research has shown that a potential connection between ADHD and bowel problems, such as chronic constipation, faecal incontinence, and bedwetting. In this article, we will explore this link and discuss ways to alleviate these symptoms in children with ADHD. 

 

1. Chronic Constipation: Children with ADHD often experience chronic constipation, which can lead to discomfort. The constipation may be related to neurological and physiological processes in the digestive system not working well. Chronic constipation can increase ADHD symptoms due to the discomfort that the child is feeling. 

2. Faecal incontinence: faecal incontinence can be a distressing problem for children with ADHD. This symptom may result from the inability to recognize and respond to the body’s signals due to ADHD-related impulsivity or inattention. Faecal incontinence can further impact a child’s self-esteem and social interactions. 

3. Bed Wetting: Bedwetting, often associated with ADHD, can be embarrassing and disruptive to a child’s life. It can be related to ADHD’s impact on a child’s ability to wake up in response to a full bladder. This issue can lead to added stress and negatively impact a child’s self-confidence. 

 

Ways to Treat or Alleviate the Symptoms of ADHD and bowel problems

 

Addressing the gastrointestinal symptoms in children with ADHD is important to improve their overall well-being. Here are some strategies: 

1. Consult a paediatrician: The first step should be to consult with a paediatrician. Medical professionals can provide guidance on suitable treatments or interventions. 

2. Dietary and Lifestyle Changes: Some dietary and lifestyle modifications can help alleviate gastrointestinal symptoms. Increasing fibre intake, ensuring proper hydration, and maintaining a regular meal schedule can positively impact constipation and incontinence. 

3. Behavioural Interventions: behavioural therapies, often used to manage ADHD, can be adapted to address gastrointestinal issues. 

4. Medication: In some cases, medication may be prescribed to manage gastrointestinal symptoms. Laxatives, for instance, can help alleviate constipation, and bedwetting may be treated with medications such as desmopressin. 

5. Addressing ADHD: treating the underlying ADHD can improve gastrointestinal symptoms. Effective ADHD management through counselling, behavioural therapy, or medication can enhance a child’s ability to focus on their bowel and bladder functions. 

 

The connection between ADHD and bowel problems in children is a complex and emerging field of study. While more research is needed to fully understand this relationship, it is clear that these symptoms can significantly impact a child’s life. The good news is that there are strategies available to help alleviate these symptoms and improve a child’s overall quality of life. By consulting with medical professionals, making dietary and lifestyle changes, and addressing the underlying ADHD, parents and caregivers can offer vital support to children who are coping with these challenges. Consult your doctor to find out how you can help your child in dealing with their gastrointestinal problems. 

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ADD and ADHD Experts

 ADHD presents many challenges, but it is essential to recognize that a team of experts can significantly reduce the symptoms and empower children to lead fulfilling lives. In this article, we’ll explore the essential components of a comprehensive support system for children with ADHD and how organizations like Catch Up Kids can make a significant impact. The first step in empowering children with ADHD is to create a tailored treatment plan that accommodates their unique needs. Each child with special needs is different, so it’s crucial to have a team of ADD & ADHD experts, including paediatricians, psychologists, and educators, working together to determine the most effective strategies. The primary goal is to provide a supportive environment that aids in the child’s development while managing their ADHD symptoms. 

 

At Catch Up Kids, we understand the importance of a holistic approach to ADHD management. We actively collaborate with your child’s school to facilitate the child’s learning and development. This support extends to parents as well, equipping them with the necessary knowledge needed to provide a nurturing environment at home. The liaison between the parents and the school and Catch Up Kids, ensures that the child receives consistent care and understanding. 

 

Equipping your child with essential life skills is our number one priority at Catch Up Kids.

 

These skills include: 

1. Executive Functioning Skills: These skills help children plan, organize, and complete tasks. Catch Up Kids offers specialized training to enhance executive functioning skills, making it easier for children to manage their daily lives. 

2. Motor Skills: Improving fine and gross motor skills can help children with ADHD participate in physical activities and develop better coordination. 

3. Adaptive Skills: These skills help children become more self-sufficient, teaching them to manage daily tasks like personal hygiene and self-care effectively. 

4. Social Skills: Social skills are vital in building relationships. Children with ADHD may struggle understanding social cues, and the programme at Catch Up kids will assist your child with navigating social situations with confidence. 

5. Cognition: Enhancing cognitive abilities to improve the child’s problem-solving and decision-making skills. 

 

Support at home and in the school setting is crucial for children with ADHD. Catch Up Kids’ school facilitation services are designed to bridge the gap between home and school, this coordination between home and school is essential for the child’s progress. By focusing not only on symptom management but also on developing critical life skills, Catch Up Kids goes beyond the conventional approach to ADHD care. If you are looking to empower your child, don’t hesitate to reach out to Catch Up Kids. Our expertise and tailored programs can make a significant difference in your child’s life, helping them overcome the challenges of ADHD. 

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ADHD and Temper Tantrums

 Dealing with emotional outbursts and tantrums is a significant challenge when it comes to attention deficit hyperactivity disorder (ADHD). This article is meant to shed light on the connection between ADHD and temper tantrums, explore the reasons behind these outbursts, and provide practical strategies for managing ADHS. These emotional outbursts are typically characterized by intense displays of frustration, anger, and sometimes even physical aggression. 

The connection between ADHD and Tantrums 

 

Understanding the relationship between ADHD and temper tantrums is crucial for effective management. Tantrums can be triggered by a variety of factors, some of which are more prevalent in children with ADHD: 

1. Executive Function Deficits: ADHD is often associated with executive function deficits, which include difficulties in impulse control, emotional regulation, and problem-solving. These deficits can contribute to the tantrums as children with ADHD struggle to manage their emotions and reactions. 

2. Sensory Overload: some individuals with ADHD are sensitive to sensory stimuli, such as noise, lights, or touch, which can trigger overwhelming emotional reactions. Sensory overload can trigger emotional outbursts, as individuals with ADHD may find it challenging to cope with the sensory input around them. 

3. Impulsivity: Due to difficulties with sustained attention and task completion, individuals with ADHD may experience frequent frustration and impatience. This frustration can escalate into tantrums when they encounter obstacles or challenges. 

4. Social and Academic Struggles: ADHD can affect a person’s ability to succeed academically and socially, leading to feelings of inadequacy and frustration. These emotional struggles can manifest as tantrums when individuals face difficulties at school or in social interactions. 

Strategies for Managing Tantrums in Individuals with ADHD 

 

1. Create a Structured Routine: Having a predictable daily routine can help individuals with ADHD feel more in control, reducing the likelihood of tantrums triggered by unexpected changes. 

2. Teach Emotional Regulation: Working with the child to develop strategies for managing emotions, such as deep breathing exercises, mindfulness, or counting to ten before reacting to a situation. 

3. Break Tasks into Smaller Steps: Help individuals with ADHD tackle tasks by breaking them into smaller, manageable steps. This can reduce frustration and increase their sense of accomplishment. 

4. Provide Positive Reinforcement: Reward positive behaviours and accomplishments for motivation. Positive reinforcement can be a powerful tool for promoting desired behaviours. 

5. Seek professional help: Consult with healthcare professionals, such as paediatricians, therapists, or psychiatrists, who specialize in ADHD. They will provide you with guidance on medication, therapy, or additional strategies for managing ADHD-related tantrums. 

6. Create a supportive environment: Foster an environment that is understanding and patient and encourage open communication. Provide a safe space for your child to express their feelings without fear. 

ADHD-related tantrums can be challenging, but with the right strategies and support, they can be managed and minimized. By creating a structured environment, teaching emotional regulation skills, and seeking professional guidance, when necessary, individuals with ADHD can learn to cope with their emotions more effectively. It’s important to remember that managing tantrums is a process that requires patience, understanding, and a commitment to helping individuals with ADHD. 

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Learning Disabilities Schools

Learners who have difficulty keeping up with mainstream schooling are often directed to schools that cater for learning disabilities. There are many reasons why learning disabilities arise. They can be caused by developmental delays associated with Autism, Asperges, Downs Syndrome, Cerebral Palsy, ADD, ADHD etc. Learning disabilities can be caused by physical delays associated with poor vision, motor issues, seizures, hearing loss etc. They can concurrently be attributed to emotional setbacks such as abuse and neglect. Learners with learning disabilities are identified through a medical professional or learning disabilities schools who refers parents and their children to a medical professional. These learning disabilities impede on a child’s ability to cope with the school’s curriculum. To further expand, the following developmental and physical delays can cause some of the following learning disabilities:

The inability to sustains one’s attention to what is being taught in the classroom. This can include simple concepts or concepts that require a variety of steps. This causes further implications as the learner is therefore unable to recall what is being relayed or retain what is being taught.

 

      • The inability to copy what is being presented on the chalkboard or projector.
      • The inability to comprehend the questions posed and by extension providing answers to the questions posed.
      • The inability to imitate peers due to a lack of imitation skills which impedes on incidental learning.
      • The inability to form interpersonal relationships with the teacher or peer which prevent the learner from incidental learning through play.
      • The inability to read or write due to weak motor skills and impaired vision.
      • The list is unfortunately endless.

Learning disabilities are rife and affect a child’s ability to keep up academically. The best outcome is to find a school that caters to learning disabilities. They are equipped to best assist a learner with the difficulties and challenges they face. The school (that provides for learning disabilities) should isolate why the learner is experiencing challenges with learning. Sometimes it is imperative that a diagnosis is made to prepare the school on how to manage each learners needs. When a student has a learning disability, it is important to be sensitive towards them so as to not impair on their self-esteem and self-confidence. The teacher in this school setting is responsible for making sure that a learner who possesses learning disabilities are comfortable in their newly placed environment to promote effective learning.

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Remedial Tutoring

The term “remedial” stems from the term “to remedy”. This is not the implication that the deficits the child presents due to developmental and learning disabilities can be cured, but rather the assistance to manage these life-impacting symptom. The true aim of remedial tutoring to improve core learning skills to the point where learning and completing daily tasks is not a debilitating process for the child. Remedial teaching can take place one-on-one, or in small groups. 

This is not only a process of teaching, but also the focus of teaching essential developmental skills that may not come naturally to the child. Remedial tutoring is a one-on-one teaching method for children who may need additional educational support. Remedial tutors range from being very hands on- seeing the child frequently to recap what they have been learning in other avenues of their education- or used as an additional support tool when needed. 

Remedial tutoring is one of the many holistic tools available that can better the quality of life for the child with the developmental condition. 

Unlike occupational therapy, there is focus on motor skills, coordination, muscle development, and generalised life skills, but it is important to note that both these practices develop the areas of the brain that are responsible for structure, organising information, pre-handwriting/handwriting skills, comprehension, language, and numeracy skills.

The remedial tutor is frequently in contact with the child’s teacher in order to clearly understand which areas of the child’s education must be focused on. It also allows the tutor to know when certain class work needs to be caught up on. The tutor can help the learner understand what’s expected of them academically and help them understand the steps and goals needed for them to complete their tasks and reach their potential. 

For older children or teenagers, remedial tutoring can also include teaching the child how to study, how to summarise, revise, and take their examinations or tests. The tutor may also be present during the child’s examination to either help them with the reading or writing aspects of taking the test. The tutor may supervise an examination in which the student has extra-time needs. 

When searching for a remedial tutor, there are some things to look for, and some things to avoid. Avoid tutors that believe that remedial tutoring can “cure” the child from their disorder. The disorder will always be present in the child’s life, but the tutor must understand that the goal is to teach the child fundamental learning skills for them exist and learn in a way that does not constantly cause excessive distress. 

Avoid tutors that use punishment to “fix” mistakes. Rather, find a tutor that focuses on firmly correcting the child’s error by making them aware of the mistake, letting them know it is okay to make mistakes, and encouraging them to try again. 

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