Remedial Education Therapy
What You Need to Know At a Glance
1. Remedial programs are used to address gaps in basic skills.
2. Most remedial programs target reading and math weaknesses.
3. Remedial programs are different from special education services.
Remedial instruction can help struggling learners shore up their basic skills. This extra support can help them catch up to their peers. And sometimes, if a student’s gaps in learning aren’t related to a disability, it can eliminate the need for referral to special education.
Learn how remedial programs work and how to spot an effective program
What Are Remedial Programs?
Remedial programs are not the same thing as special education. Special education is designed to meet the ongoing needs of students with disabilities to help them make progress in school.
Remedial programs are designed to close the gap between what a student knows and what he’s expected to know. They often target reading or math skills. In many cases, students are removed from their regular classroom and taught in another setting.
Many students require the extra help remedial programs can provide. For example, there’s a lot of concern about the reading proficiency gap. A high percentage of fourth graders aren’t proficient readers (reading at grade level), according to the National Assessment of Education Progress.
A number of states have policies that require schools to make sure third graders reach certain reading benchmarks or be held back. (These are often referred to as third-grade retention laws.) While some states are changing how reading is taught, others use remedial programs to close the gap.
Some school districts and states use response to intervention (RTI) or multi-tier system of supports (MTSS) frameworks to help students who are struggling. The RTI process emphasizes keeping track of how students respond to instructional interventions. Students who have gaps in their learning because of frequent absences or attention issues can often benefit from this type of remediation.
But some students may not make progress in remedial programs. This could be a sign of a learning disability . And students who a have learning disability are more likely to require more specialized instruction.
What to Look For in a Remedial Program
When evaluating remedial programs for your child, be aware that not all programs are effective. Solid remedial programs:
1. Are research-based, using proven teaching methods
2. Teach step-by-step without skipping over content
3. Are conducted at the student’s pace
4. Offer regular reviews and practice exercises to reinforce learning and practice applying new knowledge
5. Include a way to assess what the student has learned and whether he’s ready to move ahead
6. Teach your child the material in a different way from the way he was taught the first time around
7. Offer small group instruction to provide for more individual attention
An effective remedial program is taught by a professional teacher with special training. This is important for all kids, including those with learning and thinking differences. Be sure to ask the school if your child’s remedial program teacher has this training.
Exploring Other Strategies and Services
If your child has a learning disability and an Individualized Education Program (IEP), you might ask about the possibility of extended school year (ESY) services for your child. ESY services are specifically for special education, but many schools also have remedial instruction during the summer.
If your child doesn’t have an IEP, ask the teacher about summer remedial programs. You can also ask the teacher about educational strategies that can minimize or eliminate the need for remedial programs in your child’s future.
Another option is to consider having your child evaluated to find out if he has learning and thinking differences. In the meantime, a remedial program may be just what he needs to start building his skills and knowledge.
Key Takeaways
1. Remedial programs offer more individualized instruction than full class instruction.
2. The teacher working with your child should have special training in remedial programs.
3. Your child’s remedial program should be research-based.
4. Specific learning disabilities
5. Getting Started
6. Signs & Symptoms
7. Types of Differences
8. Treatments & Approaches
9. Understanding Your Child’s Challenges
COMMON QUESTIONS
WHAT DIFFICULTIES ARE TYPICALLY REFERRED TO SPEECH LANGUAGE PATHOLOGISTS (SLPS)?
1. Articulation
2. Auditory processing
3. Following directions
4. Word finding
5. Vocabulary and Speech grammar / syntax
6. Asking and answering “wh-” questions (i.e. who, what, where, when, why, how)
7. Listening and reading comprehension
8. Sequencing and Narratives
9. Fluency (i.e. stuttering / stammering)
10. Voice (e.g. hoarse, nasal)
11. Pragmatic skills (i.e. the use of language in social contexts including conversational skills, and the use of body language)
12. Feeding and swallowing
These difficulties could be due to:
1. Developmental conditions such as Downs Syndrome, Autism, Cerebral Palsy
2. Neurological conditions such as Multiple Sclerosis, Parkinson’s Disease, Alzeimher’s Disease
3. Brain Trauma such as stroke, traumatic brain injury
4. Medical conditions such oro-pharyngal cancer, cleft lip & palate, pre-term birth
WHAT DO OCCUPATIONAL THERAPISTS WORK ON?
Occupational therapists evaluate kids' skills for playing, school performance, and daily activities and compare them with what is developmentally appropriate for that age group. The primary goal of occupational therapy is to enable people to participate in the activities of everyday life.
Occupational Therapists work on:
1. Sensory Processing Disorder (more below)
2. Behavior: Teaching children positive ways to redirect their actions instead of acting out
3. Attention: To improve focus and concentration
4. Fine motor skills: To improve grasp and release of toys, gripping a pencil, cutting, sticking etc.
5. Hand-eye coordination: To improve play and academic skills such as hitting a target, batting a ball, copying from a blackboard, etc.
6. Activities of Daily Living (ADL): Bathing, getting dressed, brushing teeth, self feeding
7. Sensory Processing Disorder (SPD, formerly known as "sensory integration dysfunction") is a condition that exists when sensory signals don't get organized into appropriate responses.
WHAT KIND OF CLIENTS DO YOU WORK WITH?
We work with adults and children, many of whom are individuals with:
1. Autism
2. Attention Deficit Hyperactivity Disorder
3. Childhood Apraxia of Speech
4. Down Syndrome
5. Craniofacial anomalies
6. Cerebral Palsy
7. Aphasia (i.e. neurologically acquired language disorder)
8. Dysphagia (i.e. swallowing difficulties)
WHAT IS THE DIFFERENCE BETWEEN SPEECH AND LANGUAGE?
Language refers to one’s understanding and expression of ideas including: the form (i.e. word structure and order), content (i.e. meaning), and use (i.e. functional and social application).
Speech refers to the verbal means of communication including: articulation (i.e. the way in which sounds are produced), voice, and fluency (i.e. the flow of speech). A child can have trouble with speech skills, language skills, or a combination of both.
HOW EARLY SHOULD I BEGIN SPEECH THERAPY?
This depends on the communication milestones that are expected at every age. We can begin working with children as early as 12 months of age for communication skills. However in the case of feeding/swallowing issues, we provide intervention as early as a few weeks to a month of birth.
HOW MANY SESSIONS ARE REQUIRED PER WEEK?
Greater frequency of sessions leads to more effective progress. However the frequency of sessions also depends on the type and severity of the communication or feeding disorder and the age and attention span of the child. Children can attend therapy from 1-5 times per week.
In most instances however 1-2 times per week is an appropriate frequency to make optimal progress toward meeting set goals and objectives.
WHAT CAN I DO AT HOME?
Parents are encouraged to watch and participate in every speech session especially for younger children so that a language learning environment can be created at home. For older children and adults, parents or care givers are encouraged to discuss treatment plans and progress at the end of the session. Home practice worksheets and ideas are provided by the therapist.
DO AAC DEVICES IMPEDE SPEECH DEVELOPMENT?
Contrary to popular belief, recent research has shown that the use of AAC programs does not inhibit communication, but rather facilitates it. Augmentative and Alternative Communication (AAC) is a method of communication that does not involve direct speech from a person. It involves the use of gestures, facial expressions, sign language, writing, and/or electronic devices to communicate. AAC is used when speech is not developing typically, or is not likely to develop typically due to a pre-existing condition. Even when it is unclear whether or not a child will eventually develop typical speech, as is frequently the case, the child may still benefit from an AAC program.
There are several advantages of using an AAC program. It enhances a child's cognitive, social and academic abilities by increasing his/her communication skills. It also teaches functional communication; this is particularly beneficial to a child with severe disabilities who is unable to learn the early cognitive and social skills on which conventional communication is based. By providing the child with a socially acceptable way of communicating his/her needs and desires, an AAC program reduces frustrations and problem behaviors in a child, which may otherwise arise due to the inability to communicate.
