Unlock your child's learning potential with Educational Therapy Sessions
SPECIFIC INTERVENTIONS
Sessions for:
Early Childhood Intervention (ECI)
Early Childhood Intervention (ECI) is specialised support and services for young children aged 4+ with disability and/or development delay and their families to help their development, well-being and participation in family and community life. Educational Therapy sessions can assist in preparation for Kindergarten and enhance your child's confidence and self-awareness in the learning environment.
Age-appropriate assessments are available for children aged 4 and over and are available to both privately funded and NDIS funded individuals.
Get a head start and let us help prepare your child for Kindergarten.
Sessions for:
Primary and High School Students
LearningLinx offers individualised Educational Therapy sessions to students in primary and high school. Sessions are run on a weekly basis, at your child's school. Sessions are developed after a comprehensive assessment process and are cumulatively structured, aligning with your child's progress.
Sessions are available for both LITERACY AND NUMERACY.
All sessions are 1:1 and are conducted at your child's school, during school hours. This is to specifically avoid the after school burn out, that many children experience after an overwhelming day at school.
Building Positive relationships with schools via:
Advocacy and Consultation
Navigating your way through supporting your child in their educational journey, can be really challenging. You might find yourself asking friends and family lots of questions, but still feeling confused and doubting yourself. Some of these questions might include:
- Am I sending my child to the right school?
- What support should I be asking for or expecting from school?
- How can I help my child at home?
- What other help is available for my child?
- How do I find the confidence to ask these questions?
We can help you with all of these questions! LearningLinx provides support for you and your child during these challenging times. We provide a personalised and positive experience, to empower you to make informed choices, to enhance your child's educational journey.
Contact us to find out how we can help you!
WHAT ARE THE PRINCIPALS OF THE ORTON-GILLINGHAM APPROACH, AND HOW ARE THEY EMBEDDED IN EDUCATIONAL THERAPY?
Diagnostic and Prescriptive
Instruction is a dynamic, continuous, adaptable process of monitoring student work and giving corrective feedback based on the learner’s profile and ongoing performance designed to promote accuracy and automaticity.
- Instruction is diagnostic in that the instructor continuously monitors the verbal, nonverbal, and written responses of the learner to identify and analyse problems and progress. This information is the basis for planning the next lesson.
- Instruction is prescriptive in that it contains elements that focus on resolving the learner’s difficulties and building on the learner’s progress noted in the previous lesson.
Individualised
Instruction is individualised to meet the differing needs of learners who may be similar, but not exactly alike. Lessons are customised to meet the learner’s profile, culture, identity, and interests.
Language-Based and Alphabetic/Phonetic
Instruction is a comprehensive practice based on the structure and history of the English language that integrates oral language, reading, spelling, and writing. It begins at the simplest level with phonemes (sounds) and the alphabetic principle (the relationship of sounds to letters) and progresses through complex word and text structures.
Simultaneous Multisensory
Instruction simultaneously utilises the associations of the auditory (hearing), visual (seeing), and kinesthetic (movement) neural pathways.
Direct and Explicit
Instruction is presented systematically with concepts clearly stated, modeled, and practiced. Moving from supported practice to independent practice enhances learning and memory leading to automaticity and independent application.
Structured, Sequential, and Cumulative, but Flexible
Instruction is logically organised and moves from simple, well-learned material to increasingly complex elements. Lessons continuously spiral back to reinforce previously taught skills in an integrated manner. Instructional decisions require flexibility and are based on the learner.
Synthetic and Analytic
Instruction employs both synthetic and analytic processes at all levels of language; these processes are reciprocal and must be closely coordinated.
- Synthetic Instruction progresses from the parts to the whole. For example, when reading, the learner blends individual sounds, syllables, and morphemes to read words.
- Analytic Instruction progresses from the whole to its parts. For example, when spelling, the learner segments the sounds, syllables, or morphemes to spell words.
Cognitive
Instruction engages the learner in an active understanding of what they are learning, why they are learning it, and how to apply their learning in a thoughtful way. It encourages thinking and reasoning rather than reliance on rote memorisation.
Emotionally Sound
Instruction builds confidence and trust by ensuring the learner achieves regular success.
OTHER THAN PROVIDING INTENSIVE LITERACY AND NUMERACY INTERVENTION, WHAT ELSE DOES AN EDUCATION THERAPIST DO?
Education Therapists work with clients at different age levels with various learning issues including developmental delays, Autism, ADHD, and other learning disabilities. They work from a strengths-based, holistic and person-centred approach, with the aim of empowering people with disabilities and functional difficulties, to maximise the quality of their life through capacity building, and skills development.
Some of the areas therapists address include functional literacy and numeracy, organisational skills, low motivation and self esteem, communication and social skills deficits, and many other areas that can affect a student's ability to participate in the community.
All of these factors are incorporated in the thoughtful planning and presentation of lessons.