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. It addresses 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 provided just above the student’s current level of functioning.

Expectations are then raised and, as a relationship grows between the child and therapist, this leads to even more growth.

Through educational therapy, your child will become a competent and confident, lifelong learner. Benefits reach to the classroom and beyond.

 

What to Expect with Educational Therapy:

Lisa partners with schools, parents and other professionals to enhance a child’s educational experience. Often receiving referrals from educators, medical professionals and counselors, Lisa consults with the parent to learn if educational therapy is a good fit for the child’s specific needs.

She also ensures that parents’ expectations are consistent with what educational therapy will entail.

After the initial parent conversation, Lisa will administer an assessment or use test 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 office to work, but they also have fun and typically leave with a smile on their face!

 

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Would my child benefit from educational therapy? 

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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 offers. You may also need help coordinating the services that multiple specialists provide for 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

  • Therapist has extensive experience and training working with children with thinking and learning differences

  • Retrains the brain, equipping the child to be a competent and confident learner for a lifetime

Classroom Education

  • Variety of subjects taught

  • Teacher may have limited experience, time or resources to help children with thinking and learning differences.

  • Teacher is typically involved in the child’s life for one year and teaches information for that year

Tutoring

  • Focus is on providing homework assistance in a specific subject matter

  • Tutor may have limited experience helping children who have thinking and learning differences.

  • Tutoring helps make advances in one specific subject area for current level being targeted

 
 

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:

  • 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.

  • Auditory Memory

    Auditory memory is the ability to receive orally presented information, process and store that information in the brain, then recall the information when it is needed. It involves attention, listening, processing, storing and recalling.

  • 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 often symbolic or hypothetical. This complex form of thinking goes beyond memorizing or simply recalling information and facts.

  • Visual/Auditory Processing

    Visual perception refers to information that is taken in through the eyes while auditory perception refers to information that is perceived through sound. These types of processing are different from problems with sight or simply hearing.

  • Emotions

    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.

  • Attention

    Good attention skills are crucial for the learning process. A child must first successfully attend to information in order to learn the subject matter. Strong attention skills help a child plan their work, self-monitor their thoughts and actions, and complete tasks.

 
 

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.

The Orton-Gillingham Approach is defined by the Orton-Gillingham Academy as “a direct, explicit, multi-sensory, 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 (a neuropsychiatrist) and Anna Gillingham (an educator and psychologist), who began their work in the early 20th century.

Their work provided the foundation for student instruction and teacher training that 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

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