Glenoaks has always been a very inclusive, adaptive and accommodating environment and thus as the need arises we try our best to develop class structures that are in the best interests of our learners. Therapy continues at an individual, paired or class based
A remedial stream moving from Grade R to Grade 7. These class environments are small (maximum of 12 learners in a class). The core skills of the CAPS curriculum are our focus and our teachers adapt and accommodate as necessary. Within this remedial stream we also have bridge classes in many grades, for learners who require more adaptation and accommodation in their day; for various social, emotional and cognitive reasons.
We have re-introduced our Junior and Intermediate classes for 2019. We find that some learners need more time to gain their basic academic skills of reading, writing, comprehension and mathematics than what is provided for within the foundation phase. This is a class where these learners do not have the pressure of the curriculum but can grow and develop with these abovementioned skills as the focus. They learn thematically using a variety of practical approaches. The aim of these classes is for learners to move back onto the grade or bridge classes once they have gained the necessary foundations.
Our Special Educational Needs stream caters for learners who are able to move up into a more vocationally orientated curriculum. Here academics are taught with a very functional and independent living based focus.
We have also identified some of our learners who are requiring far more intense intervention and who may continue to require a more supportive environment moving forward. We have thus opened our special needs stream to include a program for these children whose academic and vocational futures are not yet certain.
Our multi-disciplinary therapy team comprises of psychologists, speech and language therapists, occupational therapists and remedial therapists. Additionally, a private physiotherapist visits the school on a weekly basis and treats children individually. The therapy team together with the class teacher discuss learner progress and future goals for each learner at case discussion meetings held once a term. Psycho-educational reassessments are conducted by and independent Psychologist or Psychometrist who is contracted to our school.
The psychology department at Glenoaks School primarily focuses on the emotional well-being of our learners either in individual or group sessions. We follow an eclectic therapy approach which is determined by the learner’s individual needs, cognitive functioning and the issues being addressed. Parent counselling is provided to assist parents in supporting their children to reach their full potential. A 10 week parental guidance workshop is run annually by Haneline Connoway during the first term on a Friday morning from 08:00-10:00.
Speech Therapy Department
The speech and language therapy department at Glenoaks School focuses on the assessment and treatment of a variety of social, communication and cognitive communication difficulties. These range from teaching children to understand language of increasing levels of complexity to ensuring expressive language development that support their curricular goals. Attention is also given to the learner’s speech quality, articulation, fluency and underlying motor skills. Therapists also work on auditory processing skills which include memory, perception, discrimination and reasoning as well as the phonological awareness of sound structures for the purposes of literacy development. Therapy takes place in either pull-out sessions such as individual or small group sessions or within the classroom environment.
Occupational Therapy Department
The role of the occupational therapy department at Glenoaks School is to assess and treat learners whose behaviour or learning is affected by poor motor skills, slow cognitive processing, visual or perceptual problems, difficulty staying on tasks, disorganisation or inappropriate sensory responses. The occupation of childhood is to develop the skills necessary for play, school and daily living skills. Learners are assessed and a therapy programme is put together to address the following:
Gross motor skills e.g. hopping, skipping, jumping, ball skills and general motor planning
Fine motor skills e.g. cutting, colouring, pencil control, handwriting
Visual Perceptual skills (ability to interpret and understand what we see)
Sensory integration (the ability of the brain to prioritise and interpret incoming information from the different senses and to respond accordingly)
Occupational therapists also work to provide consultation to teachers about how classroom design affects attention, why particular children behave inappropriately at certain times, and where best to seat a child based on his or her learning style or other needs.
Remedial Therapy Department
The remedial therapy department focuses on helping learners overcome or cope with their academic difficulties. We liaise closely with the class teachers for themes and sounds taught. An integrated approach is used, comprising of a variety of phonics based, multi-sensory programmes, including Letterland, Phono-graphix and Thrass. Remedial therapy includes reading, comprehension, spelling and written expression. Numeracy intervention is offered on a referral basis. We work with individual learners, small groups and also assist learners in the classrooms. The main focus of therapy is on reading, as this is the foundation of all academic work. Regular multi-disciplinary meetings ensure that the team works in the best interests of each child, aiming to help learners become happy, productive and self-confident individuals.