Learners will be assessed based on reports provided by other professionals in combination with reports from the school. Learners will be generally assessed to determine level of current learning abilities before a specific programme is developed and implemented. Our individually tailored programmes means that no two learners will have the same intervention programme. Our programmes are based on both cognitive training skills and formal academic skills. These provide our learners with a sound foundation upon which all complex learning takes place. These programmes are run for periods of 12 – 36 months depending on the educational needs of the learner.
We also provide programme monitoring for learners who have programmes already in place for them. We will assess and monitor programmes and re-assess on a three monthly period.
We run this programme in conjunction with our CSE Programme. The core deficit in literacy related problems such as dyslexia lies in phonological processing. When phonological skills are impaired, problems in literacy acquisition become apparent. Dyslexia can present itself in combination with other difficulties such as attention deficit and/or hyperactivity disorders (ADD and/or ADHD), dysgraphia, dyscalculia, dyspraxia. Literacy problems might also be on a depper level where comprehension and penmanship skills are affected. These learners are all high functioning (of above average intelligence) and do not face any other difficulties that are non-literacy based. They socialise like others and are able to play appropriately. The most striking characteristic would be their increased ability to carry out hands-on-tasks such as fixing things, learning to play musical instruments by ear, or even excelling in sports.
We approach these deficits using a multidimensional model. Research supports that this method rather than pure phonics training works best. Even when using phonics to teach reading and spelling, at Sri Rafelsia, we have the expertise to use a combination of phonics approaches – such as analytical phonics, synthetic phonics, systematic phonics, phonics by analogy and phonics by context. The method we choose for a given learner is dependant on the level of cognitive deficits, learning style, age of learner and which method the learner is most responsive to. All these are decided upon completion of thorough cognitive and literacy assessments. We use British standardised tests to achieve this as the Malaysian education system correlates most closely to the British model. We do not run any one specific method as each learner is different and to run only one type of programme does not do justice to all learners. It limits levels of response to intervention (RTI) success.
Our learners work first individually and once a certain level of attainment is reached, they are placed in groups to increase motivation, learning outcomes and enjoyment. Our programmes are interesting and fun for learners because we use a combination of games and formal table work throughout the intervention process. For faster and more positive learning outcomes, learners can opt for the full day programme. After school sessions are also available.
This intervention programme focuses on training the way auditory information is processed in both quiet and noisy environments. The core deficit in this area lies in the way the brain receives and processes information that is heard. It has nothing to do with being hearing impaired.
A combination approach that employs as many sensory modalities as possible usually works best and seeing as reading often becomes a difficult area, a good proportion of intervention will also focus in that area. Learners with Auditory Processing Disorders (APD) find it difficult to isolate sounds within words and therefore require a structured intervention approach to overcome the difficulties. Language has to be taught in a flexible way using methods of reading by context, analogy and learners are trained in their listening skills. They will be trained to analyse, breakdown and chunk auditory information so that processing becomes easier and more fluent.
Our learners work first individually and once a certain level of attainment is reached, they are placed in groups to increase motivation, learning outcomes and enjoyment. Our programmes are interesting and fun for learners because we use a combination of games and formal work throughout the intervention process. Learners can opt to attend a full day or hourly sessions.
Learners with hyperlexia tend to be able to read at levels that are way beyond their chronological age but have poor comprehension of materials read. Herein lies the literacy difficulties of those with hyperlexia. At Sri Rafelsia, we are able to maximise on the learners’ capacity to read and build on their comprehension skills and ability to employ analytical thinking methods to decipher materials at age appropriate levels.
The programme start out with mainly individualised work but as the learner makes progress, they are placed in paired learning groups of two or three learners. A large component of early stages of intervention of hyperlexia involves the use of assistive technology materials. The learners then, generalise their skills with peers and tutors.
Learners are encouraged to attend the full day programme for better outcomes.
Intervention Method :
TRECIP at Sri Rafelsia is a unique programme for young learners with diverse abilities. Enrichment and early intervention programmes here cater to learners between the ages of 30 months through to six years. The learners will experience a school-like environment where each will progress at their own rate and be prepared to be mainstreamed.
All children are assessed and Individual Educational Plans drawn up and followed in order to maximise learning outcomes. Structured and specific intervention procedures will be employed to ensure that all our learners achieve their highest potentials by overcoming obstacles that caused barriers in their learning. Our learners have the luxury of a highly stimulating environment where exploration through guided play is practiced. The learners are constantly enriched with a good balance of work and play time.
Learning takes place effectively through the utilisation of a multisensory approach. Learners are encouraged to explore the prepared environment and work at their own pace. Learning therapists are constantly extending and providing variation in learning so that continued intellectual development takes place.
This programme runs daily and learners have the opportunity to engage in creative movement through our Junior Dance programme and also develop creativity and confidence through Arts and Crafts.
Many learners have been successfully mainstreamed into private and international schools after 24-36 months on the TRECIP at Sri Rafelsia.
The root causes of high functioning learning difficulties is the variance within the cognitive processing domain. At Sri Rafelsia a combination approach is used to adapt and accommodate the unique learning abilities of our learners. This requires diagnostic and prescriptive teaching approaches designed to expand the learning, and creative opportunities of all learners. Phonological training is carried out where necessary and visual tracking is emphasised to facilitate structured, cumulative and sequential learning.
Explicit teaching is carried in the initial stages of intervention and a multisensory approach is employed through out the programme. All through our programme the focus is on independence in learning, as many learners with specific learning difficulties tend to be highly dependant on teachers.
The first part of the training procedure is the administration of a range of assessments in order to obtain an objective means of measuring a learner’s current abilities. This in turn will help us decide on the best way of helping the learner. Based on the test results, we will then, tailor the programme to focus primarily on the problem areas.
Within an 9 month period, our learners show significant improvements in discrimination, memory, organisation and planning skills. This in turn, leads to improvements in formal literacy and numeracy skills. Our learners are assessed against British and American standardised tests and on going assessments ensure that each learner progresses consistently and academic success is achieved at all levels of learning. Improvements in key areas such as behaviour towards school work, ability to gain better comprehension of texts and effective essay writing skills, better conceptual understanding in numeracy and heightened attention towards details are observed at home and reported by teachers from school.
10- 15% of each student population faces some level of learning difficulties or differences. This is why some students struggle to cope within the mainstream educational environment. This does not mean that they should exit mainstream schooling. Psychometric testing and educational assessments have evolved so much that now, there learners can be identified and accommodations can be made to cater to these students’ learning needs.
The way to identify these needs is by testing for them. Specialist assessments aim to identify the discrepancy between achievement and ability of students against others within their peer group. It differs from school based examinations where students are assessed against their knowledge of the syllabus that has been set out for that specific academic year.
By identifying the specific areas of difficulties faced by students on an individual level, effective learning support and intervention programmes can be put in place. Re-assessment annually will ensure that students with difficulties are progresssing well and achieving goals both on an individual level and against school work.
Psychometric and educational assessments have to be done individually by trained and qualified assessors. Well qualified assessors are able to even advice and facilitate exam access arrangements for the IB and IGCSE examinations.
These sessions have to be pre-booked and parents are required to attend the initial session (pre-testing), bringing all reports from other professionals that have been consulted, IEPs, current samples of school work and the learner concerned.
All assessments are individually administered and take between 2 -3 weeks to complete.
This is so that, detailed observations of learner’s behaviour, motivation levels and self esteem can take place, making our testing outcomes more robust and accurate. Formal assessments are based on psychometric tests. These tests enable us to measure a learner’s current levels of functioning across multiple domains. These include current school achievement skills such as reading, comprehension, mathematical computations and spelling; and cognitive domains of intelligence, memory, processing and perceptual skills.
We conduct a range of assessments for learners with specific learning difficulties. The combination of a case history collation, observations and formal assessments are carried out in order to develop an in-depth cognitive profile of the learner. This will ensure that when the intervention protocol is developed, it will be effective and promote the overall development of academic skills.
Core areas addressed through this course:
5 wks x 5 sessions x 2 hours – Individual couples