Services for Students
When children have difficulty with reading, writing, and/or mathematics or cannot learn at the same pace as their peers, their interest in learning may be jeopardized. Students with Specific Learning Disabilities (SLDs) often have difficulty coping in regular classrooms for a variety of reasons. They may have delayed language development, poor reading and writing skills, or difficulty with mathematics. Students with characteristics of Attention Deficit Hyperactivity Disorder (ADHD) may struggle in the classroom because of their distracting behavior and difficulty with attention. These students are at risk of falling into a cycle of failure when their SLDs and/or ADHD have not been identified and when teachers teach in ways these students cannot learn. The challenge is for teachers and parents to teach in ways that enable these students to learn so they experience a cycle of success.
We serve children with SLDs, of which some have an ADHD diagnosis, in English and in Marathi, at our Resource Centrer, our Satellite Centres, and at several partner schools in Pune and Pimpri-Chinchwad. Our Resource Teachers (RTs) identify the individual student's struggles with reading, writing, and mathematics, and teach her/him skills and strategies that utilize her/his strengths. We provide behavioral or medical interventions for children with ADHD. We do not offer specialized services for those on the autism spectrum or with intellectual delay. However, upon request, we can refer families needing such services to resources in the community.
1. Schedule a meeting
To inquire about scheduling an Assessment, parents can phone (8237010142) or email (firstname.lastname@example.org)
At the preliminary intake, parents should be prepared to discuss:
• Your concerns for your child. For example: child having difficulty reading, writing, or with mathematics; teacher has noted child's difficulty in class; pediatrician has referred child for assessment.
• Whether your family has sought help elsewhere. For example: pediatrician, teacher, tutor.
• How you think we can help. For example: Need to identify in which areas child is having difficulty, want to inquire about services, want to learn how to help your child or how your child's teacher can help.
Our fees are on a sliding scale and depend on the family’s financial situation. This can be discussed further at your initial appointment.
• Resource Teacher (RT) receives parental consent and takes a case history,
• RT uses standardized tools to assess each student’s reading, writing, spelling, language and mathematics skills.
• A written psycho-educational assessment report identifies the areas of difficulty for the child, and impact on academic performance; recommendations (not strategies) for parents and teachers.
• RT discusses with parents how they or their child's teacher can help their child. RT also reviews AMF's evidence-based interventions that can help their child or refers her/him, as needed, to the Developmental Pediatrician at AMF or to services in the community.
Sessions are conducted at our Resource Centres or our partner schools.
• Based on the psycho-educational report, the RT seeks parental consent for a one-year intervention program.
• Individualized Education Plan (IEP) is tailored for each student, and RT explains the goals and objectives therein to parents.
• RTs work with student (individually or in small groups) using evidence-based strategies and interventions to enhance skills in the core academic areas of reading, writing and mathematics. Individualized interventions may include problem-solving strategies based on a multi-sensory approach, Empower™ Reading Program, Chaos to Clarity Learn to Read phonics program, JUMP Math, and study skills workshops.
• Progress is monitored and intervention is modified accordingly; Individualized Education Plan (IEP) goals and objectives are reviewed and modified at periodic intervals.
• Parents and teachers are apprised of student’s progress on a quarterly basis.
• At the end of the academic year, RTs provide parents with a final progress report which includes:
1. Student’s strengths and needs at the start of the year
2. Evidence-based programs and strategies used for intervention
3. Continuing challenges
4. Recommendations for the following school year