How Can The Teacher HelpYour Child?  
 
by Reva Schafer, B.A., M.Ed.

Every child is unique and exhibits different strengths and needs.  Along with the general characteristics demonstrated by children with hyperlexia, which may be addressed via various environmental adaptations and teaching and behavioural strategies, there are specific learning outcomes and specific instructional strategies that are of import for your particular child.  Through sharing information with your child's teacher, early in September, you empower the teacher to act more decisively and rapidly in providing the necessary conditions to maximize opportunities for growth.  The ideal situation is continual and active consultation between parents and teachers regarding observations and analysis of what provides the optimal situations for the child, how the child is capable of performing in the optimal situation, and what strategies are required for optimal intervention.  A proactive and collaborative approach enables all parties to anticipate and prepare for the child's responses to a new school year with the numerous changes, and to attempt to circumvent possible difficulties.

The following variables are those which will impact on your child's ability to perform and achieve success:

A: GENERAL FACTORS

1) STRUCTURE/ORGANIZATION:  (All of the following within the parameters of a "natural environment" to support the child in functioning in the regular school environment and  for easier transition.)

i) a physical environment that is neat, organized, and uncluttered with clear boundaries to provide safety and security;

ii) a physical environment that accommodates for sensitivities/fears and yet, provides accessories/ materials for desensitization and opportunities for learning to cope;

iii) a physical space that can be considered one's own -- a desk for placement of what is considered valuable by the child;

iv) a clearly displayed calendar listing important events for preparation, for safety/security  and for changes/ transitions;

v) a clearly displayed timetable for preparation, for safety/security and for changes/transitions;

vi) a clearly displayed and concise set of written classroom rules (few, specific, positive) to recognize limits/boundaries;

vii) a consistent set of procedures and implementation techniques to demonstrate sequential organization, cause/effect relationships and develop understanding; and

viii) a teacher-directed environment to establish safety/security and to decrease anxiety.

2) HIGH, YET REALISTIC, EXPECTATIONS:

i) a philosophy based on the beliefs that all children can be engaged, all children want to learn, all children can learn, all children will "rise to the occasion" when they are motivated, goals are attainable within a reasonable amount of time, and all children find pleasure in attaining reachable goals;

ii) a recognition that education is a shared responsibility -- it is the responsibility of parents and teachers to teach and it is the responsibility of the child to learn;

iii) an emphasis on academic engaged time which involves maximum time on task and tasks at the appropriate instructional level;

iv)  frequent review and checks for understanding;

v) success rates of minimum of 90% mastery; and

vi) promotion of student-initiated learning and strategy development.
 

3) PROGRAMME GOALS:

i) a provision of active, integrated, relevant, meaningful experiences; and

ii) learning outcomes based on general characteristics in all areas of development -- cognitive (attention, memory, organization, problem-solving), academic (language -- listening, talking, reading, writing; mathematics -- concepts, skills, problem-solving; general knowledge), physical (fine motor control, gross motor control, body awareness, sensory integration, relaxation techniques), social interaction (play, communication skills),  emotional (feelings, needs, self-esteem).
 

4) INSTRUCTIONAL STRATEGIES:

i) continuous engagement;

ii) teaching process is modified and certain components are exaggerated;

iii) a variety of models, strategies, procedures, resource materials, and technological equipment are utilized;

iv) use of strengths (reading of words, number understanding, etc.) as tools to further learning in other areas; and

v) integration opportunities to observe peers to learn to model appropriate behaviours.
 

5) IMMEDIATE AND CONTINUOUS FEEDBACK AND POSITIVE REINFORCEMENT:

i) instruction in alternatives for inappropriate behaviour;

ii) use of immediate positive reinforcement, escaping negative reinforcement, ignoring, extinction, time-out;

iii) use of extrinsic and intrinsic rewards, primary and social rewards;

iv) use of immediate and intermittent reward schedules based on whether one is teaching the behaviour or attempting to maintain/preserve the behaviour; and

v) a recognition of individual differences in effective rewards.
 

6) TEACHERS AND PARENTS AS EDUCATIONAL PARTNERS:

i) active and close collaboration between all caregivers including support personnel for knowledge, understanding and maintenance, transference, and generalization of behaviours;

ii) constant and regular communication via various means;

iii) sharing of information in a detailed manner -- what the program consists of, what is done, how it is done, why it is being done, what the final goals are.
 

B) SPECIFIC FACTORS:

1) LEARNER CHARACTERISTICS:

i) recognition of specific behaviours -- sensitivities/fears, anxiety/frustration tolerance, withdrawal/aggression, tantrums, self-stimulation, perseveration, engagement,  attention (selective, sustained, shifting), impulsivity, motivation, self-awareness, self-control;

ii) examination of variabilities in behaviour in different contexts;

iii) coping mechanisms for sensitivities/ fears, changes/transitions, new situations;

iv) recognition of preferred presentation mode -- visual/auditory/multi-sensory, concrete/abstract, rote/ conceptual, verbal/nonverbal, direct/discovery, sequential/simultaneous, slow/quick pace, spaced/ massed practice;

v) recognition of preferred response mode -- written/oral, simple/complex, multiple choice/cloze procedure/short answer, matching/tracing/copying/sequencing/ retrieving, game/workbook;

vi) recognition of preferred learning strategies -- sense preference, visual/verbal prompts, visual/verbal/ kinesthetic rehearsal, music/rhythm, similarities/ differences, association, classification/categorization, sequential organization, chunking/clustering; and

vii) recognition of preferred rewards -- foods, physical activity, favourite objects/games, music, social approval.
 

2) PROGRAMME DEVELOPMENT:  (All of this will be constantly changing based on parent and teacher observations of the child's growth and new requirements.)

i) an assessment of the child's abilities and needs in all developmental areas;

ii) development of specific learning outcomes to be achieved;

iii) a task analysis of each learning outcome to separate and make each step more manageable;

iv) implementation of the programme using appropriate strategies and techniques; and

v) constant monitoring, evaluation, and modification of the programme to best meet the child's needs.
 
 

The prime focus of this article is the CHILD and the CHILD'S NEEDS.  With open and honest communication between home and school, not only can we meet the child's needs, but we may do so more efficiently and effectively.