Slow Learner No More!
Dr. Winnifred Tang | December 9th, 2010 | No Comments »The past week was a busy one for me. The end of the year is the time when report cards are given out to parents and that is also when I have to appear at schools for IEP (Individual Education Plan) meetings.
Admittedly, our fees are comparable to those of lawyers and Chartered Accountants — we are an exclusive consultancy service catering to a very sophisticated clientele. These clients are looking for service that is beyond “standard” Orton-Gillingham tutoring, and they are definitely not part of the DIY (Do-It-Yourself) crowd. Our clients are usually busy business people or professionals who appreciate the value of expertise and are willing to pay for it. After all, these folks became successful by doing what they do best, and in the same way that they are well-rewarded financially, they understand that they have to pay for professional expertise and high-quality service.
That said, I have to say that my greatest reward is not from my fees; it is from the children who are transformed by our work with them!
Last October, I sent one of our clients’ children (with both reading and arithmetic disability from an ESL background) to the psychologist — a gentleman whom I blogged about earlier because he is an icon in our field, one who is marked by high professional standards and integrity. The Ed-Psyche report that came back was not good. I have never seen such low scores. The term used to describe our client’s child was “slow learner.” Very discouraging indeed!
What followed after the official Ed-Psyche report was a great deal of work: observation sessions, designing intervention, recruiting tutors, training tutors, managing the client-tutor relationship, going to the school for meetings, and very intense monitoring and reviewing to ensure a high level of “seamless” service delivery. Of course, from time to time, we also had to deal with the psycho-emotional aspects of the child’s struggle; it is not unusual for LD children to exhibit problematic behavior. With a “damaged” self-esteem from being a chronic low achiever in school, LD children often resort to very unhealthy coping mechanisms in order to “survive.”
Fast-forward to a year later. I am happy to report that our “slow learner” who didn’t have friends now has self-confidence, popularity amongs peers, and good grades (all As and Bs with the exceptions of a C in English and a C+ in Science). The parents of the child are thrilled, of course, and they are very appreciative. But my greatest reward came in the form of a “thank you” note.
Let me tell you the significance of this “thank you” note. For someone with a reading/writing disability, writing a note is equivalent to, well, going to the dentist to have one’s tooth extracted. This child had painstakingly written a note to thank me! I was so overcome with joy that I was walking on air the rest of the day. See the “thank you” note? I am so proud and happy for this child.
Because of cases like this one, I want to emphasize that when we look at a child’s Ed-Psyche report, we should always keep in mind the words of our psychologist who assessed this child: he wrote, “the overall results of this assessment should be seen as only providing an estimate of the child’s intellectual abilities at this point in time. His/Her true intellectual abilities may be higher.”
The socially inept “slow learner” of last year is today’s athletic, popular, and successful student!
