How Can I Help My Child's Teacher?
Parents and Teachers Working Together

Canadian Hyperlexia Association, Edited by Robin Leszner

We should all know that we can effectively help our child's teacher by ensuring that our child gets proper sleep, eats a healthful breakfast, and dresses according to the weather.  We must keep our child home when he/she is ill, provide a place at home at which to do homework, encourage resposibility, and make the time to listen, talk, read and play with our child. And it is important that our child knows that we are partners with the teacher in this educational process.

Yet, when we posed the question to parents in our organization, the overwhelming response was:

"PROVIDE INFORMATION!"

And this response raises more questions.

What information should we provide,  how much information should we provide, and how should we present this information to the teacher so that it can be most easily used to provide the optimal setting for our child?

First, we must prepare information for the  "initial contact".  This will help the teacher orient him/herself to your child's specific strengths and needs.  It can be presented in 2  parts:
 1) Information on hyperlexia;
 2) Information specific to your child.
Information will be most helpful if it is presented in a clear, concise manner that can easily be used as a reference during the initial adjustment period.
 

INFORMATION ON HYPERLEXIA

That's easy!  Provide copies of CHA materials such as:
 "What is Hyperlexia"
 "The Hyperlexic Learning Style"
 "Selected Strategies"
 The Reader
READING TOO SOON can also be an excellent resource, but remember that a teacher may not have the time to read a book initially.  Perhaps a copy can be provided to the teacher so that he/she may keep it as a reference throughout the school year.

INFORMATION SPECIFIC TO YOUR CHILD

We have found that the most effective way to present information on our children's specific characteristics is to catagorize them, as follows:

a) SENSITIVITIES/FEARS
    List them with the types of behaviours to expect and how to accomodate for  them;

b) TRANSITIONS/CHANGES
    Note what type of changes are of concern, the behaviours to expect and effective coping strategies;

c) STRUCTURE/ORGANIZATION
    State your child's system of organization that provides his/her the most comfort;

d) LANGUAGE
    Give information on expressive and receptive levels, speech-language therapy and the techniques          the therapist uses, if applicable;

e) COGNITIVE ABILITIES
    Discuss attention span, distractibility, impulsivity and perseveration, attention/memory, reading level, strengths vs. weaknesses;

f) ACADEMIC
    State reading level, strengths vs. weaknesses, verbal language, written language, math concepts and general knowledge;

g) SOCIAL
    Note developmental level of your child's social skills, and describe type of play, conversation and sharing and what helps your child socialize;

h) EMOTIONAL
    Describe your child's confidence level, self-esteem, how your child copes with anxiety and what relaxation techniques are helpful;

i) PHYSICAL Provide information on fine/gross motor skills, body awareness, sensory integration, information on occupational therapy and techniques the therapist uses, if applicable.

(see the table below for an example of this format and presentation.)

Be sure to include previous reports from school(s) and appropriate reports and recommendations from therapists.

Let the teacher know that you would like frequent communication and that your expectation is that he/she will provide a program based on your child's abilities and needs.

Secondly, arrange an appointment for a few weeks into the school year to discuss the school programme, to set mutual goals in the above areas,  and to establish a system for continued communication and information sharing.  This can be done through regular telephone calls and/or "communication journals", which travel between school and home each day.

This way of providing information has helped many parents and teachers create optimum environments for learning and growth for their children with hyperlexia.