Autism
ADD & ADHD
Learning Disabilities
Auditory Processing
Dyslexia
Dyspraxia
Aspergers
Communication Disorder
Developmental Delay
The Literacy Program within the Listen And Learn Centre is intended to help children build and reinforce critical skills necessary to make sense of the world in which they live.
The Literacy Program is based on the philosophy that children are active learners and problem solvers. This view not only emphasises the importance of connecting to children’s worlds so that learning is relevant and meaningful. More specifically, this program is aimed at achieving the Victorian Essential Learning Standards (VELS) outcomes for English, which includes areas such as reading, writing, speaking and listening. In some cases, this program will also include assisting children in meeting the VELS outcomes for Mathematics.
Essentially, the Literacy Program seeks to identify, at an early stage, children who are experiencing difficulties with literacy (and/or mathematics) and giving them appropriate support for their learning.
At the Listen And Learn Centre we have qualified teachers who individually design and supervise literacy programs around the assessed needs of each child.
At the Listen and Learn Centre, we will:
assess children’s learning during the intensive listening sessions (includes areas such as reading, writing, spelling, speaking, listening; and/or mathematics) liaise with parents, schools, teachers and other education professionals to discuss and determine measurable objectives and strategies for achieving improved outcomes in literacy (and mathematics) design an individualised literacy program that seeks to improve academic achievement of children determine the roles and responsibilities of those involved in implementing the literacy program monitor and assess children’s literacy achievement, ensuring that the program is effective
Speech or Language Impairment
Specific Learning Disability
ADD / ADHD
Speech and language impairments may occur separately in a person, or the individual may demonstrate both types of impairments; to further complicate matters, this distinction is usually not easy to make.
Children with a Speech Impairment will exhibit problems in the actual pronunciation and production of words beyond the usual immaturities or irregularities that occur during the normal process of speech development. Examples of this include:
On the other hand, children with Language Impairment may speak very clearly but will have a disorder in the way they understand spoken and written language (receptive language) or in the way they produce their own language (expressive language). Children with Language Impairment will have difficulties processing the grammar or syntax of spoken or written language. They may misunderstand complex sentence structures and have to guess at what is being said.stuttering (repeating syllables or words, prolonging sounds, or “blocking” on a word or sound) phonological or articulation disorders (inability to say sounds properly);
speech in the hearing impaired (speech may be difficult to understand, nasal-sounding, unusual in pitch or rhythm);
apraxia (facial grimaces or unusual movements may accompany speech, such as groping to produce sounds, syllables, and words);
difficulty planning and sequencing movements for speech within the brain;
speech may be unintelligible
Arrange for a comprehensive assessment to diagnose the exact nature of the Language Impairment and to eliminate other possible causes for the student’s language difficulties.
Consider the possibility that a child with a significant Language Impairment may find continuous processing of language very challenging.
Ensure that information and instructions given to the child are given in short, clear sentences, with accompanied practical demonstration if possible. Avoid long, complex verbal explanations for a child.
Allow plenty of time and offer support when talking to the child. For instance, if the child has a word-finding difficulty, first allow them plenty of unpressured time, and then give support by offering them a couple of possibilities.
A Specific Learning Disability is marked by significant difficulties in the acquisition of basic skills in reading, written language, or mathematics. These difficulties occur despite adequate instruction and normal intelligence. This disability occurs due to a dysfunction in the way the child processes and retains information. This disorder often means that the child’s response to appropriate intervention may be slow and inconsistent in comparison with other children who are experiencing learning difficulties due to other reasons, such as missed schooling or inadequate instruction. Children with a Specific Learning Disability may often become very frustrated and lose motivation because of their continual struggles with learning.
Assess the child’s particular pattern of difficulties to establish a basis for the student’s Individualized Education Program (IEP). Note any special strengths as well as areas of particular difficulty.
Develop the child’s individualized learning program in consultation with the child, the child’s parents, and other professionals who are involved with the child.
Provide modified curriculum materials, so that the child can read and understand the information provided.
Alter time frames so that the child has a fair chance of completing tasks.
Teach parents and the child specific learning strategies that can be applied to cope with the disability.
Consider ways in which the child’s motivation and confidence can be maintained, despite the fact that he or she is experiencing difficulties learning basic skills. Provide short, achievable goals, celebrate successes, and provide continuing instruction.
Attention-Deficit Disorder comes in two main forms, which may overlap, so that the same child may have some characteristics of both forms of the disorder or one form may be strongly predominant.
Attention-Deficit Disorder (ADD) can be in an inattentive form. These are some characteristics of children with ADD:
Attention-Deficit/Hyperactivity Disorder is the impulsive-hyperactive form. These are some characteristics of children with ADHD:They may often seem to be in a daydream.
They work very slowly and seldom finish work in the allotted time.
They have substantial difficulties with their learning because they fail to pay attention and have difficulties in sustaining effort.
They often become restless, impulsive and loud.
They find it hard to keep still or constantly touching, and fiddling with things.
They find it difficult to sustain concentration, and often behave in an impulsive way.
They are easily excited and may not know when to stop.
Consider using cognitive – behavioural strategies to teach the child how to use self-monitoring to improve their own concentration and application.
Provide more reminders and more help with organizational tasks.
Use positive encouragements and rewards to encourage controlled, on-task behaviour.
Tasks should be short, goal focused, and active.
Structure the learning environment so that the child can attain success despite his or her difficulties.
Acknowledge episodes of appropriate concentration, even if these are brief and very occasional.
Please arrange to attend an info session.
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