EDUCATIONAL THERAPY
Building Confidence and Competence
WHAT IS EDUCATIONAL THERAPY?
Educational therapy is defined as “intensive individualized intervention for students with learning challenges that may be a result of neurological, cognitive, developmental, language, and emotional issues.”
—The Association of Educational Therapists
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Purpose
Educational therapy is offered in one-on-one and small group settings. The purpose of these interventions is to address the underlying causes of learning difficulties, rather than simply trying to remediate symptoms or focus on improvement in one subject area. Instruction in this setting is geared to be just above the student’s current level of functioning.
Expectations are then raised for performance and, as a relationship is cultivated between child and therapist, this will facilitate even more growth.
As a result of educational therapy, your child will become a competent and confident, lifelong learner. Children develop new skills to address their unique learning challenges, and the benefits of these gains reach to the classroom and beyond.
What to Expect with Educational Therapy:
Lisa enjoys partnering with schools, parents and other professionals to enhance a child’s educational experience. Often receiving a referral from educators, medical professionals or counselors, Lisa will participate in a consultation with the parent to learn if educational therapy services are suited for the child’s specific needs.
She also ensures that parents’ expectations are consistent with what educational therapy will entail and can offer the child.
After the initial parent conversation, Lisa will administer an assessment or use testing results if they’ve been completed recently enough. She then develops a treatment plan with short-term and long-term goals. Scientific, evidence-based instruction is provided to each child, and services are often provided two times a week in a group or individual setting. Children know they are at Lisa’s offer to work, but they also have fun and usually leave with a smile on their face!
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Would my child benefit from educational therapy?
If you or someone else has noticed any of the following characteristics in your child, you may want to consider educational therapy services:
Difficulty with language expression or comprehension
Difficulty with concentration or paying attention
Loss of self-esteem related to learning
Resistance to schoolwork or attendance
Lack of progress at school or questionable ability to learn or gain knowledge at school. Excessive time or parent support needed to complete homework
Struggles with school work as assignments become more challenging
Is your child already receiving additional intervention services in the school setting? You may want to pursue educational therapy services if you feel that your child needs more individualized interventions beyond what the school can offer. You may also need help coordinating the services that multiple specialists provide your child. Lisa gladly assists parents in interpreting reports and recommendations from your child’s specialists.
How does educational therapy differ from classroom instruction and tutoring?
A variety of choices exist when it comes to helping your child make progress in learning. Below is a side-by-side comparison of how educational therapy compares to classroom instruction and tutoring.
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Educational Therapy
Addresses underlying causes of learning difficulties
Has extensive experience and training working with children with thinking and learning differences
Retraining the brain to equip child to be competent and confident for a lifetime of learning.
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Classroom Education
Variety of subjects taught
May have limited experience, time or resources to help children with thinking and learning differences.
Teacher is involved in child’s life for one year and teaches information for that year
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Tutoring
Focus is on providing homework assistance in a specific subject matter
May have limited experience working with children with thinking and learning differences.
Tutoring helps make advances in one specific subject area for current level being targeted
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Foundational Learning Skills
Your child’s underlying perceptual and cognitive skills provide the foundation for academic learning. If any of these areas are weak or vulnerable, your child’s learning skills will be affected:
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Visual/Motor Coordination
Visual motor integration allows a child to use his hands and eyes in a coordinated way to perform vital learning tasks, such as copying words and numbers, writing, cutting and more.
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Auditory Memory
Auditory memory is the ability to receive orally presented information, processing and storing that information in our minds, then recalling the information when it is needed. It involves attention, listening, processing, storing and recalling. A student who struggles with auditory memory will have difficulty taking in information that is presented by their teacher and peers in the learning environment.
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Abstract/Logical Thinking
Abstract thinking is the ability to think about ideas that do not have a concrete or physical component. While they are real, these ideas and principles are typically symbolic or hypothetical. This complex form of thinking goes beyond memorizing or simply recalling information and facts.
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Visual/Auditory Processing
wo common areas related to learning difficulties are visual and auditory perception. Visual perception refers to information that is taken in through the eyes while auditory perception refers to information that is perceived through sound. This type of processing is different from problems with sight or simply hearing. The ability to make sense of information that we see or hear is a foundational skill for learning.
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Emotions
A child’s emotional state affects various aspects of cognition. If a child is anxious, frustrated or bored, this can impact their ability to complete homework, tests, or to meet deadlines. If a child has a negative emotional association with a subject matter, this may limit the child’s ability to learn or remember the material.
Orton Gillingham
While many therapists and tutors claim to use the Orton-Gillingham approach in their services, Lisa is certified through the Orton-Gillingham Academy to provide this training. So, what exactly is the O-G Approach?
The Orton-Gillingham Approach is defined by the O-G Academy (doublecheck this) as “a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia.”
The Orton-Gillingham Approach is named after its founding contributors, Samuel T. Orton and Anna Gillingham, who began their work in the early 20th century.
Orton was a neuropsychiatrist and pathologist as well as a pioneer in focusing attention on reading failure and related language processing difficulties. In 1925, he had already identified the syndrome of dyslexia as an educational problem.
Anna Gillingham was an educator and psychologist who compiled and published instructional materials as early as the 1930s. Their work provided the foundation for student instruction and teacher training in what became known as the Orton-Gillingham Approach. It is widely utilized and respected to this day.
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TESTIMONIAL
“Molorehent di re nusamus eaque et, con nonsequatius aspe ditaqui aut listiusam sita veliquis.”
—Jane Doe
READY TO GET STARTED?