Wow Mom, the Session was Great!: (A success story in helping a learner with learning difficulties).

Saved in:

Bibliographic Details
Title:	Wow Mom, the Session was Great!: (A success story in helping a learner with learning difficulties).
Authors:	Lessing, Ansie¹
Source:	International Journal of Learning. 2005/2006, Vol. 12 Issue 6, p231-237. 7p.
Subject Terms:	Academic motivation, Learning, Remedial teaching, Teaching methods, *Case studies, Performance in children
Abstract:	Helping learners with learning difficulty is often a big head ache. As in the case of John the possibility exists that remedial work has been done over months with rarely any success. The implication of such an unsuccessful effort is that the learner may become unmotivated to attend the sessions as he experiences it as boring and interfering with other interesting activities. John has a history of low achievement in school and the attendance of remedial lessons for six months did not deliver any positive contribution to his ability to read and spell. The fact that these problems were not solved lead to his reluctance to attend any remedial sessions, as well as a high level of anxiety in the mother His mother brought John to me as a last source of possible help. We promised him that of he did not like the remedial work, he may quit immediately, What a wonderful experience it was to hear the first words to his mother after the session: "Wow Mom, the session was great! As remedial practitioner I know that there is no single method of dealing with all learners with learning difficulties. As far as possible, support should be aimed at the learner's immediate problems and should be designed in such a way that it addresses their difficulties. It is the practitioner's task to seek a specific method that will suit a particular learner. In this paper, the sole aim is describing an integrated method of support which assists a learner with a problem and illustrating some useful techniques that can be used. Presenting and using this method and techniques can be valuable where other methods have failed. It is not, however, considered to be the one and only or definite method. Some ideas on dealing with the learner in general are also suggested. It is agreed with Aukerman (1971:487) who believes that the answer to the question of which reading method is the best does not lie in the material or method as such, but "in the commitment which a practitioner is willing to make:. This is still true in 2005. It is the task of the practitioner to seek a method that is suited to the learner and which the therapist is personally prepared to use. A case study is discussed in which some of the techniques were applied. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Helping learners with learning difficulty is often a big head ache. As in the case of John the possibility exists that remedial work has been done over months with rarely any success. The implication of such an unsuccessful effort is that the learner may become unmotivated to attend the sessions as he experiences it as boring and interfering with other interesting activities. John has a history of low achievement in school and the attendance of remedial lessons for six months did not deliver any positive contribution to his ability to read and spell. The fact that these problems were not solved lead to his reluctance to attend any remedial sessions, as well as a high level of anxiety in the mother His mother brought John to me as a last source of possible help. We promised him that of he did not like the remedial work, he may quit immediately, What a wonderful experience it was to hear the first words to his mother after the session: "Wow Mom, the session was great! As remedial practitioner I know that there is no single method of dealing with all learners with learning difficulties. As far as possible, support should be aimed at the learner's immediate problems and should be designed in such a way that it addresses their difficulties. It is the practitioner's task to seek a specific method that will suit a particular learner. In this paper, the sole aim is describing an integrated method of support which assists a learner with a problem and illustrating some useful techniques that can be used. Presenting and using this method and techniques can be valuable where other methods have failed. It is not, however, considered to be the one and only or definite method. Some ideas on dealing with the learner in general are also suggested. It is agreed with Aukerman (1971:487) who believes that the answer to the question of which reading method is the best does not lie in the material or method as such, but "in the commitment which a practitioner is willing to make:. This is still true in 2005. It is the task of the practitioner to seek a method that is suited to the learner and which the therapist is personally prepared to use. A case study is discussed in which some of the techniques were applied. [ABSTRACT FROM AUTHOR]