Statistics show that 15 – 20 % of each class has children with different degrees of learning difficulties, excluding children with vision, hearing, motor and cognitive impairments and disabilities.
Many of these children will receive help from their school and home environments. However, some of these children with learning difficulties will “fall through the gaps” and may not receive the extra support they need to achieve their full potential. These children may also present with issues such as anxiety, social difficulties, not wanting to go to school, truancy, and other behavioural problems.
Children with learning difficulties may show a combination of specific delay areas in their ability to learn. Pro Ed identifies these areas of delay through assessments using standardized tests, observations, and relevant case notes from parents and teachers.
If these specific learning disabilities are detected early enough then specialised intervention programmes can be offered to remediate these areas and build the early building blocks, underlying processing skills, and working memory needed for the child’s scholastic learning and eventual success. This includes occupational therapy and speech language therapy.
However, if these learning difficulties have not been previously identified before a student reaches college or high school, Pro Ed can recommend the implementation of special conditions, including a reader-writer, use of a laptop, extra examination time, etc. after completing a formal assessment.
Without correct identification and appropriate intervention, learning difficulties can limit a child’s ability to learn, including which subjects they choose in college, and have a life-long impact in terms of future careers and the direction that life takes them.