#08 Learning barriers - Special needs
6 February 2022 · 6 min · as at 2022-02-06
Presenter (host)
Listen to the episode on iono.fm · MP3
Episode analysis
Analysis by AI, drawn only from this episode; every point links to the moment it rests on.
In this short episode, the presenter asks two Kip McGrath experts, Vishani and Paul (each a Kip McGrath centre owner at the time of recording), how extra lessons work for children with special needs. The expert speaking as S1 says the centres cope with ADHD, autism and hearing or physical disabilities but not braille. He also covers how an educational psychologist defines special needs, choosing a school that can cope, and when mainstreaming may not suit a child. The expert speaking as S2 describes eighty-minute sessions split into short activities and audio, visual and kinesthetic tools. The episode ends on exam concessions such as readers, scribes and extra time.
Key ideas
- The expert speaking as S1 says extra lessons can cope with ADHD, autism, disability and hearing loss, but there are limits: braille is not offered. [00:13]▸ [00:18]▸ [00:21]▸
- According to S1, ADHD is not defined as a special need; an educational psychologist gives the definition, and teaching is adapted to the child, for example for Asperger's. [00:46]▸ [00:57]▸ [01:07]▸
- S1 argues parents should accept a school's own judgement about whether it can serve their child's needs, and not force it. [01:39]▸ [01:56]▸ [01:56]▸ [02:08]▸
- S1 says the child's emotional wellbeing comes first, and some children may need to stay in a remedial school rather than be mainstreamed. [02:22]▸ [02:27]▸
- S2 explains that eighty-minute sessions are broken into about six activities, and the centre layout limits distractions, to support concentration. [02:57]▸ [03:07]▸ [03:10]▸ [03:20]▸
- S2 describes audio, visual and kinesthetic tools, such as kinesthetic books that let a child feel the shape of a letter. [03:36]▸ [03:46]▸ [03:49]▸
- S1 explains that exam concessions are legislated in South Africa and must be formally applied for, with an educational psychologist defining what the child gets. [03:54]▸ [04:09]▸ [04:22]▸ [04:22]▸ [04:53]▸
Lessons
- S1 advises that if a school cannot cope with a child's special need, parents should respect that and look for a better-suited school. [01:50]▸ [01:56]▸ [01:56]▸
- S1 suggests weighing the child's emotional wellbeing when deciding whether to mainstream, since a remedial environment may suit some children better. [02:22]▸
- S1 says concessions such as a reader, scribe or extra time need a formal application and proof of need in each phase. [03:57]▸ [04:53]▸
- S2 says suitability is judged case by case, so the next step for a parent is a free assessment at one of the Kip McGrath centres featured on kiplessons.co.za. [02:45]▸ [05:23]▸ [05:28]▸
Who it's for
Parents of children with ADHD, Asperger's, autism, visual or hearing impairment or other learning barriers who are weighing extra lessons, school choice, mainstreaming or exam concessions in South Africa.
Facts stated in the episode
- S1 says braille is not offered in their extra lessons. [00:13]▸ [00:18]▸
- S2 says extra lessons run in eighty-minute sessions, for example split into six activities. [02:57]▸ [03:10]▸
- S1 states that concessions are legislated within South Africa for all learners. [04:22]▸ [04:22]▸
- S1 names reader, scribe, both together (heard as 'amnesis'), and extra time as concessions. [04:39]▸ [04:53]▸
Questions this episode answers
- Can tutoring centres help children with special needs like ADHD or autism?The expert speaking as S1 says yes: ADHD, autistic, disabled and hard-of-hearing children are helped regularly. There are limits, and braille is not offered. S2 adds that each child is reviewed case by case. [00:13]▸ [00:21]▸ [02:45]▸
- Is ADHD considered a special need?S1 says ADHD is not defined as a special need. An educational psychologist gives the definition, and Asperger's, for example, is one. [00:46]▸
- How do I know if a school is right for my child with special needs?S1 says the school will tell you whether it can provide a full-service education. If it cannot cope with the need, it is probably not the right school, and parents should respect that. [01:39]▸ [01:50]▸ [01:56]▸
- What if my child is mainstreamed from a special needs school and doesn't cope?S1 says the school's entry assessment should usually establish this. The child's emotional wellbeing matters, and the parent may need to accept that the child should stay in a remedial school. [02:22]▸
- How do extra lessons help a child who struggles to concentrate?S2 says each eighty-minute session is split into shorter parts, for example six activities. The child grasps one concept before moving on, and the centre's layout is designed to reduce distractions. [02:57]▸ [03:10]▸ [03:20]▸
- What learning tools are used with special needs children in extra lessons?S2 lists audio tools, visual tools such as colourful books, songs and computer activities, and kinesthetic work, such as books that let a child feel what a letter feels like. [03:36]▸ [03:46]▸
- What is a reader or a scribe in exams?S1 explains these are legislated concessions in South Africa. A reader reads the paper to the learner, a scribe writes for them, and the term heard as 'amnesis' means getting both. [04:22]▸ [04:39]▸
- How does my child get exam concessions such as extra time?S1 says the parent must follow the formal concession process. The educational psychologist defines the concession, and proof of need is required in each phase. The tutoring centre can support the review with what it has seen academically. [03:57]▸ [04:09]▸ [04:53]▸
In their own words
Longer stretches of the conversation, word for word from the transcript, turn by turn.
What counts as special needs and choosing a school
Note (AI): Explains that an educational psychologist defines special needs, how teaching adapts for Asperger's or visual impairment, and why parents should accept a school's view of what it can handle.
Presenter, host · [00:36]What would be classified these days by schools? I mean, would they say this child needs extra lessons because they've got ADHD? I never thought of ADHD as being a special need. …
Read the full passage (313 words, 00:36–02:10)
Presenter, host · [00:36]What would be classified these days by schools? I mean, would they say this child needs extra lessons because they've got ADHD? I never thought of ADHD as being a special need.
Unidentified speaker, speaker, role not identified · [00:46]It's definitely not defined as a special need. I think most importantly, an educational psychologist will give you a definition, so Asperger's is a form of special need. The child won't make eye contact. You Need to take that into consideration when you're doing a speech. That child is not going to look at the audience, they're going to look down. Then you adapt your teaching style and your learning style for that child. The other one is they struggle to do the spelling or visually impaired, then they have tunnel vision. They can still be in a mainstream school, but they need assistance on the whiteboard or on a piece of paper.
Presenter, host · [01:25]How do you tell when a child is actually able to be mainstreamed? I know that there's a lot of schools where they'll take the kids and put them into the smaller classes where you have one teacher working with a lot fewer children, and then they will mainstream them back into the main school again.
Unidentified speaker, speaker, role not identified · [01:39]I think if you're in a private school, then the concessions for that child is dependent on the school's capability of handling it. And I'm going to use a very straightforward example for you. If you're going to end up in high school and you've got subject choice, and they don't offer science, that might not be the high school for you. If the school can't cope with your special need, Then it's probably not the right school for your child. They will tell you if they can do a full service education for your child or they can't, and respect that. Don't force something on them which they can't cope with.
Mainstreaming, eighty-minute sessions and learning tools
Note (AI): Covers when mainstreaming may not suit a child, how a session is split into short activities for concentration, and the audio, visual and kinesthetic tools used.
Presenter, host · [02:11]But now if you've had a child that's been into a special needs school and is now being mainstreamed again, what happens with that child when they suddenly realize that they're not actually coping? …
Read the full passage (323 words, 02:11–03:53)
Presenter, host · [02:11]But now if you've had a child that's been into a special needs school and is now being mainstreamed again, what happens with that child when they suddenly realize that they're not actually coping?
Unidentified speaker, speaker, role not identified · [02:21]So the, the assessment here right at the beginning when the school takes them in will probably establish that. But the emotional wellbeing of the child is important, and the parent needs to then realize we can't mainstream this child. We'll have to stay in a remedial school environment.
Presenter, host · [02:37]Have you had a case where you've had parents who have come in and said, look, you know, okay, we're mainstreaming the child, but just to give the, a bit of a boost?
Unidentified speaker, speaker, role not identified · [02:44]Yes, definitely. So our programs are geared to help with learning barriers, but we really review it on a case by case. So it really depends on how special the needs are. In terms of concentration, the way in which our extra lessons are conducted is in an eighty-minute session, but then that eighty-minute session is further split into smaller durations, and they will not be doing the same thing for the full eighty minutes. So in that eighty minutes, we do, for example, six activities to ensure that the child is concentrating and understanding that particular concept before moving on to another concept and so on. So that sort of helps with the concentration, as well as the way in which our center is laid out. So the decor is at Are their distractions, so we really, really work on concentration spectrum of the child.
Presenter, host · [03:32]What kind of learning tools do you use with these children?
Unidentified speaker, speaker, role not identified · [03:36]Audio tools, so they need to listen to things. We use visual tools such as colorful books and songs and computer activities, as well as kinesthetic work. For example, if they come in for English, then they would use kinesthetic books to sort of feel what an A feels like.
How exam concessions like readers and scribes work
Note (AI): Sets out the concession process in South Africa: readers, scribes, extra time, the role of the educational psychologist, and the need to apply formally with proof.
Presenter, host · [03:54]So how exactly do you deal with special needs children? …
Read the full passage (252 words, 03:54–05:15)
Presenter, host · [03:54]So how exactly do you deal with special needs children?
Unidentified speaker, speaker, role not identified · [03:57]It is up to the parent. We can certainly advise and guide the parent. They would need that, concession process to be followed, so the child gets a reader or a scribe. During the exams or during class tests, and that is very specifically defined by the educational psychologist, we will support the educational psychologist's review in terms of what we've seen academically to child performing.
Presenter, host · [04:21]What is a reader or a scribe?
Unidentified speaker, speaker, role not identified · [04:22]Concessions is something that's legislated within South Africa for all learners, and you get qualified to get a specific concession. So, for example, if you're blind, you'll get a concession that you have a reader, somebody reading the paper to you. The same thing will apply in a normal school. If you're struggling to read or have any other visual impairment, for example, Asperger's, you might get a concession for a reader and a scribe. The other term that's used is amnesis. That means you're getting both, a reader and a scribe. Another concession that gets referred to often is extra time. That is also a concession, but again, you have to apply formally through that process and get the actual proof that you need it in each phase.
Presenter, host · [05:04]So, for instance, if you have a child that's got cerebral palsy and has affected their hands and they Right, would you have somebody then writing for that child?
Unidentified speaker, speaker, role not identified · [05:11]Correct. And that, again, the concession would dictate what you get.
Quotes
“We don't do braille. There are different schools for that.”
“Then you adapt your teaching style and your learning style for that child.”
“If the school can't cope with your special need, Then it's probably not the right school for your child.”
“Don't force something on them which they can't cope with.”
“But the emotional wellbeing of the child is important,”
“they will not be doing the same thing for the full eighty minutes.”
“they would use kinesthetic books to sort of feel what an A feels like.”
“Concessions is something that's legislated within South Africa for all learners,”
“bring your child in for an assessment, and then we can see if we can align and be the most suitable environment for their needs.”
What was said, by topic
Defining special needs
“In extra lessons, we can definitely cope with special needs, but obviously there are limitations. We don't do braille. There are different schools for that.”
“The special needs that you're probably thinking of is ADHD, the autistic children, maybe disabled or hard of hearing, and those type of children we definitely cope with on a regular and a daily basis, so you can bring them along to our centers.”
“It's definitely not defined as a special need. I think most importantly, an educational psychologist will give you a definition, so Asperger's is a form of special need.”
“The child won't make eye contact. You Need to take that into consideration when you're doing a speech. That child is not going to look at the audience, they're going to look down. Then you adapt your teaching style and your learning style for that child.”
“We are geared to help with most of the special needs. It is a case-by-case system, but bring your child in for an assessment, and then we can see if we can align and be the most suitable environment for their needs.”
Mainstreaming and remedial schooling
“The other one is they struggle to do the spelling or visually impaired, then they have tunnel vision. They can still be in a mainstream school, but they need assistance on the whiteboard or on a piece of paper.”
“I know that there's a lot of schools where they'll take the kids and put them into the smaller classes where you have one teacher working with a lot fewer children, and then they will mainstream them back into the main school again.”
“the assessment here right at the beginning when the school takes them in will probably establish that. But the emotional wellbeing of the child is important, and the parent needs to then realize we can't mainstream this child. We'll have to stay in a remedial school environment.”
“So there are special needs, and there are special needs. Some of them you can handle, and some of them need to go to a different kind of remediation.”
Choosing the right school
“I think if you're in a private school, then the concessions for that child is dependent on the school's capability of handling it.”
“If you're going to end up in high school and you've got subject choice, and they don't offer science, that might not be the high school for you.”
“If the school can't cope with your special need, Then it's probably not the right school for your child. They will tell you if they can do a full service education for your child or they can't, and respect that. Don't force something on them which they can't cope with.”
Concentration in extra lessons
“So our programs are geared to help with learning barriers, but we really review it on a case by case. So it really depends on how special the needs are.”
“the way in which our extra lessons are conducted is in an eighty-minute session, but then that eighty-minute session is further split into smaller durations, and they will not be doing the same thing for the full eighty minutes.”
“So in that eighty minutes, we do, for example, six activities to ensure that the child is concentrating and understanding that particular concept before moving on to another concept and so on.”
“So that sort of helps with the concentration, as well as the way in which our center is laid out. So the decor is at Are their distractions, so we really, really work on concentration spectrum of the child.”
Multi-sensory learning tools
“Audio tools, so they need to listen to things. We use visual tools such as colorful books and songs and computer activities, as well as kinesthetic work.”
“For example, if they come in for English, then they would use kinesthetic books to sort of feel what an A feels like.”
Exam concessions
“It is up to the parent. We can certainly advise and guide the parent. They would need that, concession process to be followed, so the child gets a reader or a scribe.”
“During the exams or during class tests, and that is very specifically defined by the educational psychologist, we will support the educational psychologist's review in terms of what we've seen academically to child performing.”
“Concessions is something that's legislated within South Africa for all learners, and you get qualified to get a specific concession. So, for example, if you're blind, you'll get a concession that you have a reader, somebody reading the paper to you.”
“If you're struggling to read or have any other visual impairment, for example, Asperger's, you might get a concession for a reader and a scribe. The other term that's used is amnesis. That means you're getting both, a reader and a scribe.”
“Another concession that gets referred to often is extra time. That is also a concession, but again, you have to apply formally through that process and get the actual proof that you need it in each phase.”
Episode notes (as published)
From the episode notes published with the podcast.
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