Students

For Students

Students with Learning Disorders (LDs) often have difficulty coping in regular classrooms due to late language development, delayed reading skills, or difficulty with mathematics.

Students with characteristics of Attention Deficit Hyperactivity Disorder (ADHD) may struggle in the classroom because of their distracting behavior and difficulty with attention.

These students are at risk of falling into a cycle of failure when their LDs and/or ADHD have not been identified and when teachers teach in ways these students cannot learn. The challenge is for teachers and parents to teach in ways that enable these students to learn so they experience a cycle of success.

Morris Foundation offers the following programs to help these students:

Bridging Over Learning Disorders (BOLD) Program

The BOLD program provides individualized supportive education services to students with diagnosed Learning Disorders (LDs) at several partner schools, our resource centre, and satellite centres in Pune and Pimpri-Chinchwad.

Students experiencing difficulties in the classroom are referred to the MF by parents and/or school personnel. Resource Teachers (RTs) individually assess these students and identify deficits or weaknesses. They tailor an Individualized Education Plan (IEP) to each student and provide remedial intervention services (individually or in small groups) in the student’s language of instruction. Student progress is regularly reviewed with parents and classroom teachers.

Objective

To identify students with LDs and provide individualized remedial education services by trained professionals.

Process

1. Identification:

  • Class teachers and RTs work together to screen students struggling with academics at school.

2. Assessment:

  • With parental consent and a case history, RTs perform assessments.
  • Validated tests assess each student’s academic skills in the areas of reading, writing, spelling, language and math. The resulting written report identifies the student’s specific LDs and recommends specific strategies and remediation to parents and teachers.
  • Based on the report, the RT tailors an IEP for each student.
  • The goals and objectives stated in the IEP are explained to parents. The RTs also counsels parents on how they can help their child.

3. Intervention:

  • RTs work with student(s) (individually or in small groups) using evidence-based strategies and interventions to enhance skills in the core academic areas of reading, writing and math.
  • Behavioral interventions are provided to students needing behavioral modification.
  • Sessions are conducted at school premises or at the Morris Foundation Resource Centres.
  • Individualized Education Plan (IEP) goals and objectives are reviewed and modified at periodic intervals.

4. Communication:

  • Parents and teachers are apprised of student’s progress on a quarterly basis.
  • At the end of the academic year, a final progress report is provided. At this time, parents may request a copy of their child’s IEP.

The final progress report includes:

  • Student’s strengths and needs at the start of the year
  • Strategies and tools used for remediation successes
  • Continuing challenges
  • Recommendations for the following school year

Please contact us to arrange an appointment.

E-mail: outreach@morrisfoundation.in

Attention-Deficit/Hyperactivity Disorder (ADHD)

Medical professionals and psychologists with expertise in ADHD collaborate with the Morris Foundation to identify and assess students who may have difficulties with inattentiveness and/or hyperactivity. Students identified with ADHD are treated with a combination of remediation, medical intervention, counselling and behavioural therapy, and assistive technology. Family members and school teachers are an integral part of the multi-disciplinary team.

Objective

To identify students with ADHD and help them succeed through appropriate diagnosis and medical treatment by trained medical professionals.

Process

1. Identification:

  • Students suspected of having ADHD may be referred by school staff or parents. They may show signs of ADHD when they are being assessed for Learning Disorders (LDs).

2. Assessment:

  • Students are screened with appropriate rating scales. Information about the student is also obtained from parents and school staff. Students who fit the diagnostic criteria are referred to the pediatrician and the psychiatrist for checkup and evaluation.

3. Intervention:

  • Treatment options are explained to parents. These may include a combination of academic interventions, counselling, behavior modification measures and, if necessary, medication.
  • Following written consent from the parents, appropriate treatments are conducted. Students are followed on an ongoing basis.

Please contact us to arrange an appointment.

E-mail: rc@morrisfoundation.in