Learners will be informally assessed based on reports provided by other professionals in combination with reports from the school. Learners will be formally 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. The intervention will have a subject specific focus.
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.
NEW in 2020, We now offer an ONLINE option for learners above the age of 12 years.
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 deeper 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 socialize like others and are able to communicate 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.
Method:
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 dependent 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 standardized 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 can 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.
NEW in 2020 is our ONLINE sessions option for learners aged 12 years – ADULTS.
Method:
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 can be 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.
NEW in 2020 is our ONLINE sessions option for learners 12 years – ADULTS
Method
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. Further, they show difficulties in understanding social cues and “the other person’s perspective”. This makes analytical work extremely challenging.
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.
While face to face sessions are high recommended, in 2020, we now offer and ONLINE option.
Method
Stress is a normal part of day to day living. Children and teenagers feel it too. Mental health is becoming an increasingly talked about issue. In order to raise healthy & intelligent children, parents must understand that this balance is dependent on the child’s ability to manage the stresses of growing up and exploring their self identity in the teenage years. In the gadget era, few families spend quality time together talking. Parents are busy at work and the children are entertaining themselves online.
We employ an active intervention method using Growth Mindset principles and Cognitive Behaviour Therapy tools to help children and teens to address their difficulties in a positive and tangible way.
NEW in 2020, and ONLINE option is available for teenagers.
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.
Outcomes
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 standardized 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.
New in 2020, in our ONLINE option for learners aged 12 years and above.
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, 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:
Aims :
5 wks x 5 sessions x 2 hours – Individual couples
