To whom to address the child’s education
You did what they could, but still do not see significant improvements. What’s next? Of course, some children have serious problems with the development of organizational skills, and parents will not solve them. If you think this is your case, you can ask for help to a doctor, such as a psychologist, a consultant for social issues or psychohygenic. We recommend choosing specialists who use behavioral or cognitive behavioral approach and have parental learning experience.
Doctors using a behavioral approach emphasize the identification of specific triggers in the environment due to problem behavior (prerequisites), as well as reactions to them (consequences). Then they help parents change either prerequisites, or consequences, or both. Doctors using a cognitive behavioral approach can also use this method, but they also find out how children and parents perceive the problem situation, and it is taught to treat it otherwise (explains the strategies for its decision, for example, a conversation with them; talk about ways of relaxation and techniques Stop thoughts). We do not recommend contacting doctors who practice traditional conversations or therapy aimed at creating an adequate idea of oneself and surrounding. Children and parents will receive more benefits from learning to specific skills and strategies for solving problems caused by weak organizational skills.
Interaction with school
In children with weak organizational skills, the problems arise not only at home, but also at school. Often parents come to us precisely in connection with school troubles. They are upset by the fact that they are working hard at home to solve the problem, but cannot control the child at school.
That’s what we learned over the years working with parents, teachers and students: To ensure real improvement, everyone should work more diligent. Teachers are obliged to do more for children with weak organizational skills than for other students. You need to provide more control and oversight than for an ordinary child. Children with weak organizational skills should work more than their peers. We found that tensions, conflicts and bad mood are most likely if at least one of the three sides will work in full force.
Unique approach is usually more efficient than shame or a sense of guilt, which, according to teachers, help influence the child. We recommend starting a conversation with the teacher with the presentation of your point of view on the problem: "That’s what we can do, and our requests for the child". Specify an open question: "What do you think we will help?"For example, if the child is difficult to perform homework and do not forget their homes, you can say:" We want to check his diary every evening, to draw up a plan for homework and check that everything you need has folded into a backpack. How do you think it is still to do so that he will not forget to pass his homework?"
Here are some questions related to the school, which often arise in our practice.
Teacher’s daughter is confident that if she took medicines, everyone would be better. But I would prefer to first try other methods. How to proceed? Our answer is simple: the school can not decide on the need to receive drugs. This is the scope of responsibility of parents and a doctor. Perhaps teachers and other school workers will be easier to agree with your decision if you present your doubts about drugs. You can say: "I’m worried that the child will take medicine. I know that they have side effects, and I do not like it. That’s why I would like to try. "If you give teachers to understand what you want to work harder, they may also want to work more.
Son teacher says that he will create conditions for working with the problems of organizational skills of my child (for example, at the end of the day will check the diary with tasks to make sure that the child has everything you need to perform homework, or will send home weekly reports to I could learn about the missed tasks). But then he forgets about it, and my son does not fulfill the tasks as a result. What to do? If the teacher has good intentions (but, perhaps, also problems with organizational skills), you must treat him with understanding. "I know that you are busy at the end of the day. Can I help you?»Some teachers do not really want to pay more attention to children more attention, and when they borne it, the truth pops up. "I think your child should do it yourself," they can say if you put on them. You may argue: "We have already tried, and it did not work. It is not enough to simply impose responsibility for independent work ". Then the teacher will be easier to understand you. We often recommend parents once a week to contact the teacher to learn about all missed tasks. Because to answer easier than to write-call yourself, facilitate teacher communication. Some moms are happy once a week come to school to help with cleaning. In no case, neither parents nor the teacher should allow the child to "break from the hook". They must use a system that will help the child to be responsible for themselves. But at the same time, constant control on their part is not canceled.
Is it worth waiting for the cool leader will help my child more effectively develop organizational skills? Teachers who are able to provide effective support in the development of skills give the whole class of job assignment, planning, work memory and time planning. They also embed training organizational skills in teaching their subject. They teach children how to split long-term tasks for the stages and determine the time frame of their implementation. They try to ensure a guarantee that students will not forget home notebooks with work, as well as teach to check the diaries with tasks and put in the backpack everything you need to perform homework. They develop rules of conduct that helps children control their impulsiveness and manage emotions; Regularly remind these rules (for example, before the arrival of the guest in a class or vacation).
Teachers, like everyone else, organizational skills can be both strong and weak. Some are better coping with certain activities. If your child’s teacher has these skills are not very well developed, it is better to look for someone who can help: a tutor, school psychologist, director or width and t. D.
Problems are so serious that may have to translate a child to school supporting inclusive education programs, or a corrective educational institution. Where to begin?
The general rule says: if the weakness of the organizational skills of the child prevents him from successfully learn at school, you need additional help. Of course, bad marks – low performance indicator. However, they do not reflect the educational potential of the child, if caused by weak organizational skills. In this case, additional support is necessary. It may be a teacher’s help or a correction program.
Correction and inclusive education are governed by laws and prescriptions that determine who has the right to such services. Discrimination of persons with disabilities is prohibited. They should receive the same education as the rest. As a rule, it requires the creation of special devices and some changes in ordinary classes, giving a child the opportunity to get all the benefits of learning in the usual class. The time for writing tests may increase, alternative exam options, modified homework, permission for additional breaks, as well as modified assessment procedures (for example, more attention to the daily student’s performance, if its results are low).
Correctional (Special) Education is intended for children with limited learning abilities that adversely affect performance and requiring special programs. To help the child learn how to organized, effectively distribute time, plan long-term projects or perform several tasks immediately, individual instructions are very often necessary. Talk to your child teacher and ask how to contact the coordinators of the relevant programs. Ask to be reviewed by your child’s problems and measures have been developed to be taken to determine whether a child should be translated into a correctional school or is it possible to create an individual learning program for him.
The need for special education
A comprehensive assessment is needed to determine whether there is a need for special education services. The most common problems are the inability to learning, emotional and behavioral disorders, speech-language defects, mental retardation or congenital dementia, other health disorders, such as ADHD or other diseases that may affect training.
Suppose that the fifteen-year-old Kevin is bad marks in geometry, because it only gives half homework. The results of the test work are good, partly because it actually performs almost all homework, but in half the cases loses them or forgets to pass. The obvious first step in the help of a boy (which undoubtedly has problems with organody and short-term memory!) – creating a system that will help him not lose a notebook with tasks and will remind him that the tasks must be passed. Kevin’s parents – or even his Mathematics teacher – can send the boy to a specialist to evaluate his skills and determine if he has deviations. Kevin, his parents and teacher can meet and develop a method for correction of behavior, which, in their opinion, will work. Parents can agree to spend together with her son’s chief check before he falls to sleep to make sure that he put a job in the desired folder (Kevin chose a bright green folder purchased in stationery store). If he does not forget to put a task in the folder without reminding parents, it will earn points to buy a game console. Geometry Teacher agreed to personally collect homework in all children at the beginning of the lesson. If these measures help the student to succeed, then the need for translation to a special school will disappear.
However, a student who does not give homework, because it does not understand the material, most likely will have to be sent to a correctional school.
I think my child needs an IPP (individual curriculum). What plan would you make up for a child with weak organizational skills? According to the legislation, the Education Standards for this Stage must be taken into account. For students with a deficit of organizational skills, the IUEP should include a specific skill in need of working out, as well as the options for its manifestation in the class or when performing specific tasks. The assessment method is associated with functional behavior and must be as objectively as possible. Progress can be measured by counting manifestations of behavior (for example, how many times the child got involved in a fight on the playground); definition of a share (for example, a percentage of homework, which were commissioned on time); Evaluation of efficiency with the scale; or on the basis of training data, such as estimates for testing, exams, passes of classes, the number of comments and T. D.
My child is engaged in the IUE, which includes the development goals of organizational skills, but the school does not adhere to this plan. How to solve this problem? First make sure that the targets and methods of evaluation are clearly defined. It is necessary to specify the purpose of the ICU in measurable values and determine the methods for assessing progress and specific performers. If all this is provided, you can ask for teachers to regularly provide you with data on academic performance (for example, weekly, every two weeks, monthly). We recommend to store data in the computer so that you can send them by email. Ask the class teacher if it will not be easier for him to give you information, if you begin to send him letters with reminders.
Creating accurate and measurable goals for IUE is a relatively new approach for schools. You may have to gain patience and offer your help – for example, by providing samples of goals.
As we have already spoken, most likely, cooperation will bring the best results if you apply an unactor. However, if, despite all the efforts, you went to a dead end in attempts to establish relations with the teacher, you may have to turn to a lawyer or lawyer.