Therapeutic Pedagogue

THERAPEUTIC PEDAGOGUE

  • Therapeutic Pedagogue
  • Educational reinforcement
  • Language support service

Special Education

Educational Therapist

First of all, let’s clarify the terminology, as we are called Special Education or PT teachers, which stands for Therapeutic Pedagogy.

As a Therapeutic Pedagogue, I do not assess or diagnose students. When families contact me, they have previously visited a psycho-pedagogical office and after the diagnosis of a Specific Learning Difficulty, they look for a specialist in Special Education to work on their childs needs.

The work is carried out by means of accompaniment which consists of:

  • Listening.
  • Not minimising their reality.
  • Accompanying their perception of reality.
  • Trying to use their perception to find a common objective for improvement.
  • Improve emotional expression without causing distress.

We can find the following Specific Learning Difficulties:

  • Dyslexia: Difficulties in phonological processing that trigger the failure to integrate the reading process.
  • Dysgraphia: Difficulties in phonological and lexical processing for the integration of the orthographic norm.
  • Dyscalculia: Difficulties in the acquisition of numerical concepts and arithmetic.
  • ADHD: Attention difficulties with or without hyperactivity. Failure in the control of impulsivity and inhibition.
  • Specific Language Disorder (SLD): Difficulties in the expressive and comprehension dimension of oral language, at the morphosyntactic and/or phonological, semantic, pragmatic level.
  • Non-Verbal Learning Disorder (NVLD): Difficulties in perception, psychomotor skills and the ability to deal with new material or circumstances.

Neurodevelopmental Disorders:

  • Intellectual deficits.
  • Communication disorders
  • Autism spectrum disorders
  • ADHD (Attention Deficit Hyperactivity Disorder)
  • Specific Learning Disorders
  • Motor disorders

Difficulties prepare ordinary people for extraordinary destinies

C.S. Lewis

LANGUAGE SUPPORT SERVICE

Language is the human activity par excellence, being a means of expression of reality.

Families request language reinforcement sessions because of the importance of language in contributing to the evolution of intelligence. By internalising reality or action and translating it into words, thought operates on more complex and abstract elements and, in turn, the intellect thus perfected influences action to improve it. In short, language is the medium of thought.

Any plan for improving language skills must take into account the importance of non-verbal communication in addition to verbal communication.

Verbal communication must check that the person:

  • Develops the activities necessary for language development.
  • Responds to spoken language, showing understanding.
  • Speaks to express needs and wishes.

Non-verbal communication should check that the person: Responds when asked with gestures:

  • Responds when asked by means of gestures and uses gestures in such a way as to enable him/her to relate as well as possible.
  • Responds to vocal tones and uses them to relate.
  • Responds when asked by facial expressions and uses them to interact.
  • If unable to communicate through speech or natural gestures, uses an alternative method of communication.