Do you have a child like this?
Always in trouble at school?
Not “on task”
Having trouble learning?
Sometimes, kids with behavioural problems can have a hard time staying on task for lengthy periods of time, which can make it difficult for them to achieve academic excellence. It’s not that children with behavioural problems or behaviour disorders are less intelligent than their peers (actually, quite the contrary is true – many kids with behavioural problems are highly intelligent), but their inability to follow direction and focus their attention can make it hard for them to meet their full potential.
Children with ADHD/Dyslexia, typically have problems with inattention, impulsiveness, and hyperactivity. They often have difficulty paying attention in class and seem to shift aimlessly from one unfinished activity to another. These children generally appear restless, fidgeting constantly in their seats, playing with pencils or other objects, or disturbing nearby students. Many children with ADHD/Dyslexia also have difficulty following their teacher’s instructions or forming friendships with other children in the class. Like other children with disabilities, children with ADHD/Dyslexia learn best when we understand their special needs and individualise their educational program to meet these needs.
With my experiences and knowledge of behavioural management/ADHD/ Dyslexia, I will work with you to help formulate a plan to help your child get the most benefit from the educational process.
I Can Provide:
1. One-on-one support for the child
2. A comprehensive analysis of the child’s behaviour
3. A positive behaviour support plan
4. Strategies for the child to make good choices
5. Strategies for the child to communicate needs
6. Teacher support & strategies to manage the child’s behaviour
7. Parents support & strategies to manage the child’s behaviour
8. A social skills programme for individuals or peer groups
9. Instructional practices that will meet the academic behaviour needs identified for the child
10. Skills to work with a multi-disciplinary team, to consider both academic and behavioural needs using formal diagnostic assessments and informal classroom observations