|
|
 It seems that the more students we see, the more we recognise the uniqueness of each individual. Although there are often broad similarities between children with various disorders, there is only one absolute rule in psychology: the rule of individual differences.
If we were, for example, to take 100 students with dyslexia, they would all be broadly similar in that each has problems with the written language. However, every single one of them would have a unique pattern of compensatory strengths, additional weaknesses, and personal interests. Each would also have had different educational experiences to that point; some positive, some negative, and each would have unique family and peer group factors that may influence their functioning.
When one considers these individual differences, it becomes apparent that broad diagnostic labels such as dyslexia, autism, or ADHD may be necessary, but they are hardly sufficient for understanding each child or adequate for effective treatment planning.
|
Collaboration
Given the complexity of developmental / learning processes and the individual variation in these processes, it is no surprise that no one person or profession will have all the answers. Information must be obtained from all the key people in the student’s  life, including parents and teachers, and assessment data may have to be obtained from a range of different clinical fields.
Our developmental model (FAACT) and the Learning Blueprint that we create following Student Assessment helps foster understanding of the student’s profile and enhances meaningful collaboration between key members of the support team.
|
Fostering Understanding, Optimism & Hope
The key feature of our work is to help parents and educators understand how the student’s mind works: what their strengths and weaknesses are and to explain how that these strengths and weaknesses lead to different patterns of dysfunction or achievement in different situations or tasks. We emphasise direct teaching of specific skills where it is necessary, however, we also emphasise further development of personal strengths and recognition of those strengths by others. Above all, we try to use our case formulations as a framework to promote a positive long-term outlook for the student in their own eyes, and those of their parents, teachers, and peers.
We emphasise taking a long-term view of developmental disorders and learning difficulties. We tell parents that the point of school is to ‘learn how to learn’. The content of the curriculum is (largely) a vehicle used to teach thinking skills. Algebra, for example, is used rarely in most people’s lives. However, its relevance to the teaching of sequential problem solving skills is undeniable. By focusing on the process of learning (and personal growth) rather than outcomes (and comparison to peers), motivation can be enhanced and useful thinking skills developed.
Finally, through greater understanding we aim to promote more effective engagement and effort on the part of the student, their family, and the education team.
|
|
|
|
