remedial teaching
What is Remedial Teaching?
• It is a multifaceted approach, tailoring remedial intervention plans to a child’s specific needs. It makes use of one-on-one instruction, small group instruction, written work, verbal work and computer-based work.
• Remedial Therapy focuses on skills rather than on content.
• These skills include visual discrimination, perceptual organisation, laterality, sequencing, abstract reasoning, auditory processing, sound recognition, blending, segmenting, phoneme manipulation, mathematical operations, focusing and eye tracking.
• Help is offered to pupils who need (pedagogical/didactic) assistance.
• These are often children who function at a lower than average level because of a certain learning- or behavioural problem/disorder, but it can also be offered to pupils who achieve at a higher than average level, they too can do with the extra attention and care.
• It involves working systematically: observing, diagnosing, remediating, evaluating.
• Working purposefully and intensively with a pupil.
• Seeing to it that the pupil can remain at his/her school.
• Providing information to the child and the persons involved.
• Remedial teaching is not re-teaching.
Procedure
• An intake conversation, checks, tests and/or observations take place.
• A picture is formed of the pupil by chatting to the teacher and the parents in order to discover where the problem lies.
• When this is clear (diagnosis) a therapy plan is drawn up and is custom-made.
• Remedial teaching is usually given once or twice a week.
• Diagnosis of the specific difficulty of the pupil by conducting a suitable diagnostic test or a full assessment is required by a clinical psychologist.
• These assessments provide suitable remedial measures and in addition ways and means for preventing them from reoccurring in future.
• The procedure also includes identifying the causes of weakness which may be:
• Lack of understanding/misconceptions.
• Faulty teaching method.
• It is a multifaceted approach, tailoring remedial intervention plans to a child’s specific needs. It makes use of one-on-one instruction, small group instruction, written work, verbal work and computer-based work.
• Remedial Therapy focuses on skills rather than on content.
• These skills include visual discrimination, perceptual organisation, laterality, sequencing, abstract reasoning, auditory processing, sound recognition, blending, segmenting, phoneme manipulation, mathematical operations, focusing and eye tracking.
• Help is offered to pupils who need (pedagogical/didactic) assistance.
• These are often children who function at a lower than average level because of a certain learning- or behavioural problem/disorder, but it can also be offered to pupils who achieve at a higher than average level, they too can do with the extra attention and care.
• It involves working systematically: observing, diagnosing, remediating, evaluating.
• Working purposefully and intensively with a pupil.
• Seeing to it that the pupil can remain at his/her school.
• Providing information to the child and the persons involved.
• Remedial teaching is not re-teaching.
Procedure
• An intake conversation, checks, tests and/or observations take place.
• A picture is formed of the pupil by chatting to the teacher and the parents in order to discover where the problem lies.
• When this is clear (diagnosis) a therapy plan is drawn up and is custom-made.
• Remedial teaching is usually given once or twice a week.
• Diagnosis of the specific difficulty of the pupil by conducting a suitable diagnostic test or a full assessment is required by a clinical psychologist.
• These assessments provide suitable remedial measures and in addition ways and means for preventing them from reoccurring in future.
• The procedure also includes identifying the causes of weakness which may be:
• Lack of understanding/misconceptions.
• Faulty teaching method.