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Remedial Help

Teachers play a major role in deciphering which students require remedial help. They identify learners that require remedial help through various forms of school-based assessments and standardized testing. Students that have difficulty keeping up academically with the school curriculum are often redirected to ascertaining remedial assistance. The school liaises with the child’s caregiver and possible remedial help options are provided. Remedial help is offered through remedial classes. Teachers that are best suited for remedial help are placed in remedial classes as they are equipped with assisting learners with a variety of limitations that prevent them from reaching their full academic potential. Remedial help can be provided to learners on a one-on-one basis and concurrently in small groups. This allows educators to provide more attention to each learner in order to increase their capacity for grasping concepts or ideas that they have difficulty with.

 

Remedial support consists of the educator breaking down concepts into parts. These parts are taught according to the learner’s pace and comfort level to inevitably understand the whole. Teachers that provide remedial assistance use various methodologies when providing assistance to learners who have subscribed to remedial classes. Of course, each methodology is child-specific and therefore has to be tailored to suit the needs of each learner and their limitations. When providing remedial support, it is imperative that teachers are well – versed in the language of the learner. Some learners are bilingual and thus English is sometimes a second language. Teachers therefore have to be sensitive when providing instruction. If English is the official language utilized by the school, teachers should provide lesson plans in a manner that are easy for the learner to comprehend. Learning aids are another essential factor when providing remedial aid. Teachers are expected to use learning aids that will enhance the memory and retention of concepts. Practice and repetition prove effective. Through this method, students tend to retain what is taught and apply themselves appropriately.

Remedial aid is an effective form of assistance as learners put into effect everything taught to them using a variety of methods to gain comprehension. It is imperative that learners who have difficulty with keeping up with the school syllabus seek remedial help immediately. Without remedial assistance, their learning can be hindered and continue to cause further academic delay. With intensive remedial help, learners can, after a short while regain momentum in their learning and rejoin mainstream learning.

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Remedial Classes and Specialised Teaching Methods

In every classroom, teachers want their students to all study and progress at the same pace. However, this is not possible due to students having various limitations and levels of understanding. After adequate assessments and standardized testing, students that have difficulty keeping up with the schooling curriculum are referred to remedial classes by school. Thus, remedial classes and specialised teaching methods are essential in all schools to cater to those students that are not able to stay abreast academically. Some remedial classes entail one-to-one instruction. Whilst other remedial classes entail small group instruction. The key to successful academic support include active and increased support and attention from the remedial teacher. Remedial education consists of a remedial teacher that teaches and practices concepts at a slow and steady pace. The teacher during remedial classes concurrently identifies methods and strategies to make learning more effective by breaking down concepts into smaller bits of information in order for their students to understand. These compensatory lessons require effort and patience from the teacher as some students will take long periods of time in order to grasp certain concepts. A positive of remedial classes is that it is student dependent and learning can go at the slow and comfortable pace of the learner. Remedial classes require adequate learning material in order to facilitate effective learning. The material utilized in remedial education should consist of instructional language that is easy to understand by the learner. It should also consist of visual aids for learners that learn to retain information more visually rather than through auditory stimulation. Visual aids in remedial classes can consist of pictures, graphs, symbols, patterns, colours, shapes etc. Various teachers that facilitate academic support utilize various teaching methods. This can consist of, but is not limited to:

  • Pneumonics
  • Acronyms
  • Repetition
  • Sequencing
  • Step- by-step learning
  • Practice

Not all methods work for each child and thus teaching becomes child specific. The teacher therefore has to be flexible to work with each learner accordingly.

Many children benefit from extra classes and later on are able to continue with mainstream schooling once they are able to catch up with their peers. Some students are referred to remedial schools especially if they unable to stay on par with mainstream schooling. It is unfortunate that many schools do not possess reinforcement classes as this causes students to be redirected to other facilities that can cater to their needs. There is a need for remedial classes and more advocacies should be placed on their existence.

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Types of learning disabilities

There are several different types of learning disabilities. These learning disorders, and the symptoms directly related to them, impacts up to 20% of the population, which it is why understanding these conditions is so important for assisting those who present with any type of learning disability.

One of the most well-known, and misunderstood, types of learning disabilities or disorders is ADHD (Attention Deficit Hyperactivity Disorder), which is a developmental disability characterised by a pattern of inattention, impulsivity, and/or hyperactivity. Inattention is characterised by difficulty focusing on one task, and staying organised, but with no intention of being defiant.

Hyperactivity is understood as constant movement, fidgeting, restlessness, and talking too much. Impulsivity means that there are often no thoughts before an action, indicating difficulties with self-control. This often means acting on the current emotion and not considering the consequences of various actions. People with ADHD also often struggle with executive functioning (a symptom to be explained later). Often, when children with ADHD are left unassisted their growth may lag behind children without ADHD for up to 3 years[1].

 

Dyslexia is a reading disorder, due to problems in identifying speech sounds, and decoding (how speech sounds link to letters and words). Dyslexia occurs due to individual differences in areas of the brain that process language, with 20% of the population living with this condition. This condition has many misunderstood aspects, and it is not simply the inability to read or write, but also impeded upon emotional processing within the brain.

Manifestations of dyslexia are the confusion of similar words (dog and dot), difficulty scanning text, slow reading & writing skills, the need to re-read sentences to understand the context, difficulty with listening and focus, and being easily distracted by external surroundings.

[2]The four types of dyslexia are:

Phonological Dyslexia: This form is dyslexia is also known as “dysphonic” or “auditory” Dyslexia is where the person struggles to process sounds of individual letters, and syllables, and are therefore unable to match them with their written counterparts.

Surface Dyslexia: Surface dyslexia, known as “dyseidetic” or “visual dyslexia “is where the individual struggles to recognise whole words. This also means that memorising and learning is more difficult for people with this condition.

Rapid Naming Deficit: This is a form of dyslexia in which the processing speed in order to name a letter, number, object, or colour.

Double Deficit dyslexia: A person with this condition experiences the difficulties of both phonological dyslexia and surface dyslexia. People who struggle with reading more than other aspects of learning usually fall within this category.

 

Dyscalculia is a lesser-known learning disability, but up to 6% of the population is afflicted with this condition. It is defined as a learning disorder which impedes someone’s ability to understand maths, numbers, and the majority of maths-related concepts.

 

Dysgraphia presents “in written expression”, where a person struggles to translate their thoughts into written word. Dysgraphia may appear in forms such as: poor spatial planning, frequent erasing of work, inconsistency in letter and word spacing, unusual body positions when writing, and frequent hand cramps.

 

Dyspraxia is medically known as “Developmental co-ordination Disorder”, which is a disorder impacting the person’s physical coordination. The reason this is considered a “learning disability’, is because it directly targets the muscles, including muscles used for speech, writing, and any other physical actions that contribute to the learning process[3].

 

Executive functioning is not a diagnosis, but it a symptom of many conditions, including (but not limited to) Autism, ADHD, and other neurodevelopmental disorders. It is encompassed by a range of skills sets, especially those of working memory, flexible thinking, and self-control. When these skills are remiss (known as executive dysfunction), the individual can focus with basic daily functioning, which, in turn, impedes their ability to learn and communicate effectively and to their full potential.

 

Non-Verbal Learning Disorder (NVLD) is also one of the types of learning disabilities. It is classified as a learning disorder where a lack of motor, visual-spatial, and social skills that results in verbal communication deficits. This disorder does not mean that people with NVLD care unable to communication, but it does mean that approximately 65% of their communication will be non-verbal. These children have the ability to speak, and they have good writing abilities, but they struggle with social cues and the understanding the abstract concepts of conversation[4].

 

Having an oral or written language disorder is a condition that makes verbal and written expression incredibly difficult, and it is not due to a lack of understanding, but rather difficulties in finding the words to express themselves, understanding that the ordering of the words impacts the meaning of the sentence and having a general understanding of the sentence.

Specific comprehension deficit (also known as hyperlexia), is characterised by deficits in listening, understanding what is being read, as opposed to having difficulty reading the words. The same deficit that presents in comprehension skills across varying learning disorders, presents itself in this condition too.

Learning difficulties are not present due to a lack of intelligence, but rather lie in the differences of the brain. Often, learning disabilities exist alongside others, making learning even more challenging for different people. Everybody deserves to learn in a way that they understand, which is why the understanding of these learning disabilities is crucial in providing the help that those with these conditions deserve.

Article by: A. Pascoe (2023)

 

[1]  Armstrong, T. (2010) Neurodiversity: Discovering the Extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. ReadHowYouWant.com.

[2] Dr Sruthi, M. (2022). What Are the Main 4 Types of Dyslexia? [online]. https://www.medicinenet.com/what_are_the_4_types_of_dyslexia/article.htm

[3] Cunningham, B. (2023) Is Dyspraxia a Learning Disability? Understood.com

[4] Churchill Center & School for Learning Disabilities, National Leader in Learning Disabilities (2017). What is Nonverbal Learning Disorder?

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ADHD

This paper serves to explore the reasons for children in South Africa receiving recommendations to move from mainstream to remedial schools and the current state of affairs in terms of the education system’s ability to accommodate those recommendations.

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School meeting

The School Feedback Meeting

As Aaron graduated from one grade to the next, getting ready for the school feedback meeting was always stressful.

I would prepare in advance. Id arrive at the meeting with my laptop and take down every word, so that I could unravel the feedback and make sure I didnt doubt what had been said later. My behaviour would always make the teacher nervous but I didn’t care. All that mattered was Aaron and the end goal.

Martin on the other hand, couldnt care less. He’d tell me that Aaron was doing just fine and he wasnt bothered by feedback driven by teachers agendas that was no true reflection of his ability, where he’d come from or where he was going. Martin was confident in Aaron’s ability.

As time elapsed and Aaron caught up his delays, we were subjected to less feedback that could cause any parent to require resuscitation.It was extremely difficult for him to loose his shadow. The shadow of autism. The label teachers wanted to define him. The “out of the box” child they’d say. Just because he had some areas to polish didnt mean he displayed enough criteria for an autism diagnosis.

I had to fight the system to get him where he is today. Looking back, we put up a tremendous fight. In time, I came to realise that his teachers had very  narrow experience. They hadnt experienced inclusive education and they certainly hadnt experienced recovery. In the end, it resolved when Aaron proved himself and there was nothing left for them to attack or criticise.

Everytime we left “that” school meeting, Martin was mostly worried about whether he’d said the right thing so as not to upset me. Towards the end of Aaron’s journey, I’d prepare my responses prior to the meeting to find that no response was needed.

I can’t say its been a pleasant experience. In general, I feel that our South African education system falls short of true inclusive education. The support to integrate and provide the learning environment necessary to achieve recovery is lacking. What is needed is simply a change in mindset. I have written about this before but inclusive education is a legal right.

I now get to represent other parents at school meetings. The more parents demand a school system that supports the learner with a difference the more chance we have of a shift away from the old school of thought. The time has come for change! It is up to us to ensure that change and to secure inclusive education as a right for all learners in our country.

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Inclusive Education in South Africa

Within an inclusive education system, the learner with a diagnosis of ADHD is educated in the least restrictive environment, along with typically developing peers.
The South African Schools Act of 1996 states that schools must admit learners and serve their educational requirements without unfairly discriminating in any way.
The Constitution of South Africa guarantees everyone the right to basic education. Accommodating children with severe disabilities through an inclusive education framework is constitutionally mandated.
Inclusive Education is also discussed in Education White Paper 6. The aim of this paper was to dismantle separate special education systems and promote access and participation in regular classes for children with ADHD, disabilities, or other special needs.
Children with ADHD or special learning needs, have a legal right to be included in mainstream school irrespective of any physical or intellectual disability. When a child with ADHD is ready for a school placement there should be no hesitation to demand access to a mainstream school.
Over the last decade, Catch up Kids has partnered with numerous mainstream schools, to make inclusive education possible and successful. Our trained facilitators, support learners with ADHD in the mainstream classroom, drawing on the principles of Applied Behaviour Analysis. Giving children with a learning difference access to a typical classroom environment is integral to their long-term success.
All we need is teachers who are open-minded and willing to partner with us to secure true inclusive education.
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Remedial Schools in South Africa

This paper serves to explore the reasons for children in South Africa receiving recommendations to move from mainstream to remedial schools and the current state of affairs in terms of the education system’s ability to accommodate those recommendations.

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Understanding remedial schools

Understanding remedial schools

Remedial schools are schools that cater for the intricate needs of children who are having difficulty performing in mainstream school. These schools focus on teaching learners with difficulties in school at a pace that they are comfortable learning at. Children who have difficulties with specific subjects in comparison to other subjects tend to do better at remedial schools. The reason for this is that the remedial school offers more support for specific gaps in learning for children who need a little extra help to get on par with other children their age. This could be subject specific, and the common subjects are Reading and Math. Lots of Remedial schools have support classes which are allocated in class time and children struggling with these subjects go to the support class and get an individualized lesson where they can learn at their own pace. The school is still academic based and operate on current educational syllabus as mainstream schools.

Remedial schools are often classed as schools for children with special needs. This is a common misunderstanding. Schools for children with special needs cater for children that have disabilities that disadvantage them from going to mainstream schools. They require special care and may not be able to cope in mainstream schools academically. These schools also include special teaching for children with both apparent disabilities such as blindness as well as the less noticeable disabilities such as Dyslexia. Special needs schools tend accept students older than 18 years of age and focus on adaptive skills to allow for independence as well as academics. Students who attend special needs schools require more assistance physically, therefore, a focus on skills that can promote independence are of high priority.

Both remedial schools and special education schools have assistant teachers in class that helps the form room teacher with children that are struggling more than others. Therefore, many parents opt for the option of remedial schools. As good as these schools are, there some downfalls to this option. Children that require help in one subject may be set back in other subjects that they excel in. This causes the child to lose interest in those subject lessons and may be detrimental at a later stage to the child’s learning. The child seeks a stimulation that they aren’t able to get from the classes that they exceed in and may engage in problem behaviour.

School facilitation deems a promising solution to problem behaviour in schools as well as the transition from remedial schools to mainstream schools. The facilitator attends school with the child and advises him or her on ways that they can tackle their stressors in the school environment in an independent way. This allows the child to learn how to deal with the obstacles in their way and motivate independence and has produced wonderful success stories.

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Remedial schools:  The benefits of remedial education 

Remedial schools:  The benefits of remedial education 

Remedial schools aim to offer education to a targeted group of children who lag behind academically (Shwartz, 2012). Qualified teachers work within these schools and use specific education interventions to meet the challenges that these children face. These challenges range from children who lack skills in maths, reading or writing to children who have been diagnosed with learning disorders, therefore remedial education is offered in these schools to specifically cater for these needs (Japari, 2019). Remedial schools are different to main stream schools in certain ways, however, research has shown that some students with learning difficulties do transition to main stream schools because of the education that they received at remedial schools (Japari, 2019). Remedial education has thus proved that it has short and long term benefits for children. These benefits can be seen in the cognitive and emotional domains and this promotes future success.

Remedial schools in South Africa have small classes for children which fosters a stimulating, learning environment for them. The small classes allow teachers to familiarise themselves with each child’s learning styles so that the child is learning optimally. One of the main focuses of remedial schools is that it assists in improving mathematics and reading skills of children which are so important for day-to-day life (Japari, 2019). Once children are able to master the basic fundamentals, they are then further given the opportunity to broaden their knowledge base on more complex work.

It can be said that children with learning difficulties often experience greater levels of anxiety or behaviour. Research has shown that remedial schools allow children to feel comfortable within their learning environments and this leads to much greater confidence levels.  Strategies are taught to these children to help them understand and comprehend various topics such as emotional coping.  (Dalien, n.d).  This improved level of understanding reduces behaviour such as anger, frustration and feelings of anxiety and inferiority that accompany it.

In addition, to the above-mentioned advantages, most importantly, it prepares children for life-long success. It not only assists them in learning the basic academic skills that is needed,  but it also helps to develop an understanding of their own needs and what works best for them in terms of learning (Dalien,n.d ).  It has been stated that remedial intervention at an early age would produce the best long-term results (Japari, 2019). Children who attend remedial schools are likely to progress to higher education programmes and employment.

Remedial schooling in South Africa thus offer ways for children to learn successfully and build futures for themselves.

References:

Dalien, S. (n.d.). 10 benefits of special education tutoring for children with learning disabilities. Retrieved 7 September 2019 from https://specialedresource.com/resource-center/10-benefits-special-education-tutoring-children-learning-disabilities

Japari schools. (2019). How independent schools are helping remedial students to win. Retrieved 7 September 2019 from https://japari.co.za/independent-schools-helping-students/

Japari school. (2019). The link between remedial education, matric exams and university success.  Retrieved 7 September 2019, from https://japari.co.za/link-between-remedial-education-and-university/

Schwartz, A. (2012). Remedial education to accelerate learning for all. DOI: 10.13140/RG.2.2.26166.70729. Retrieved from  https://www.researchgate.net/publication/316858336_Remedial_education_to_accelerate_learning_for_all

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Remedial schools are designed to assist children

Remedial schools are designed to assist children who require full-time remediation, either for shorter periods until they are ready to move to a mainstream schooling environment, or throughout their schooling experience.

In recent years, more and more children have been found to have learning disabilities and these children are not managing to keep afloat in the traditional mainstream schooling system.

More than half of South African learners by grade 4 cannot read at an appropriate level, and math scores are dropping drastically. The need for remedial schools is increasing and without them, many students would be left behind. Remedial schools offer children a more tailored learning experience in order to help them in specific areas of need.

Children can fall behind in core skills (reading, writing and math) despite having average or even sometimes above average intellectual abilities. Teachers in remedial schools have specialised training in dealing with children with special needs and are more equipped to support them through different therapies offered through the school.

As an ABA (applied behaviour analysis) instructor, I work with children with a variety of different support needs. For a lot of these kids, when it comes time to finding a school that will cater for their needs, remedial schools are often better suited. We work together with the teachers and therapists in the school. An important part of this is by creating an IEP (individualised education plan) for the child that will ensure they are set up for success and are getting the intervention they require.

It is important to detect early on when a child needs to be placed in a remedial school. The earlier the intervention, the better the chance they have for catching up and being ready to move to a mainstream school. By grade 4, the gap in education becomes larger and it becomes increasingly difficult to catch up to their peers.

Its easy to see why educators need to make every effort to break down walls and barriers to learning and go the extra mile to ensure that each child is equipped to continue through their schooling career successfully.

Remedial school teachers take a very patient approach to teaching, they focus on each individual child’s strengths and weaknesses and ensure that the child is learning at a pace appropriate to them. They are able to identify which specific areas the child is having difficulty with and work with them one-on-one when needed. By creating more motivating work environments, the teacher increases the child’s interest which encourages more active participation from them.

In summary, it is important to pick up early on when a child needs to be placed in a remedial school so that they are given the opportunity to catch up to their peers and get through the rest of their schooling experience without additional difficulty.

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