Alpha to Omega employs specific techniques that create relevance and purpose to a student's learning journey
Literacy
Intended Goal: For the student to become a fluent reader and writer. To improve the student's comprehension skills.
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If you notice that your child is unable to read fluently and with automaticity, or knows how to read but cannot understand the context of the reading passage, then a literacy support intervention programme is something you should consider. Your child may also have difficulty in spelling and writing age-appropriate words and sentences.
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A strong and comprehensive instructional programme is at the heart of helping children read, spell and comprehend better. At Alpha to Omega, we use a range of instructional methods (such as NILD educational therapy, multi-sensory Orton Gillingham) to help a student garner confidence in reading, spelling and writing.
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​Literacy support is essential for a student to progress through his/her grade level and absorb, retain and understand a broad range of information and contextual situations.
Cognitive Therapy
Intended Goal: To enhance a student's learning and thinking strategies. To reduce impulsiveness. To increase focus, attention and problem-solving skills.
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The focus of this programme is in improving the cognitive functioning and higher-order thinking of children with learning challenges. This is a revolutionary programme that provides a jump-start to learning, increases confidence and motivation and promotes life-long learning. The programme is designed to help a child increase cognitive stimulation, develop global concepts and problem-solving skills and improve social adaptability.
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How it works? A certified Feuerstein mediator leads the student through a range of cognitive tasks and works with them on how to analyze a problem and how to solve it systematically. The progressive nature of the tools allows the student’s progress to be monitored, and the program to be modified in accordance with student’s developing needs.
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​The Feuerstein Instrumental Enrichment programme utilizes a style of teaching called mediation. To us, mediation means to teach information to the student in a way that is meaningful to them, so that they understand the lesson and are able to apply it in other contexts.
Learning Strategies
Intended Goal: For the school-going student to understand information and solve problems effectively and efficiently.
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Learning Strategies are teaching tools that gradually release control from teacher to student to help students understand information and solve problems effectively and efficiently. These Strategies have the necessary breadth and depth to provide a well-designed scope and sequence of strategy instruction.
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For instance, the LINCS Vocabulary Strategy helps students learn the meaning of new vocabulary words using powerful memory-enhancement techniques. Test-Taking Strategy is designed to be used while taking classroom tests so that students allocate time and priority to each section of the test, read and carefully follow instructions, recall information using mnemonics, self-check and take control of the testing situation. Inference Strategy helps students make inferences about information they have read and answer inferential questions. The Main Idea Strategy helps students find main ideas when they have to “read between the lines” to infer the main ideas.
Content Enhancement
Intended Goal: For the student to effectively learn subject-matter and enhance thinking skills
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Content Enhancement Routines are dynamic teaching tools that use powerful teaching devices to organize and present curriculum content in an understandable and easy-to-learn manner. The Routine helps to impart content to academically diverse classes in ways that all students can understand and remember key information.
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For instance, the Concept Mastery Routine helps to present complex concepts in ways that help students understand and apply concepts. The routine is structured and has shown to significantly benefit students in several ways. Research has shown that students scored significantly better on tests designed to assess concept acquisition and students also scored significantly better on regular scheduled unit tests after the introduction of the Concept Mastery Routine.
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​Other Routines like the Framing Routine helps students study essential information and focus on relationships between main ideas and details as well as among several main ideas.
Individualised Intervention
Intended Goal: To help children with learning difficulties bridge gaps and reach their potential.
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Ages: From age 4 onwards.
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We work with children with learning difficulties, such as ASD, asperges, ADHD/ADD, dyslexia, dyspraxia, dysgraphia and specific learning difficulties.
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Individual intervention classes cater to the specific needs of each individual student. One-on-one interventions create safety for the students in a warm and caring environment. Taking age and academic needs into consideration, a comprehensive work plan or IEP is created for each student. Individual classes help a student gain confidence, build a rapport with the therapist and work on his/her educational needs. Read our student case studies to understand how we work with students and how they progress.