Active Learning Psycho-educational Program, When to Start?

WHEN

When is a good time for a child to start the Active Learning Program?

If professionals and experts at international schools strongly recommend it,

If teachers at Korean schools share their deep worries, If parents have tried every possible way from private education to treatment institutions but observed no progress.

Above all, if, deep in their hearts, parents feel that their child is different from other children, That is the best time to start the Active Learning Program.

When is a good time to start the School of Life – Active Learning Program?

A child is recommended to start the program as quickly as possible if he or she falls under any of the categories below so that the child’s struggles are identified at an early time and solutions may be prepared accordingly.

According to the clinical treatment outcomes of our program since 2003, it is best to start our program immediately upon receiving a referral from the child’s school so that the child can save the most precious years to achieve language acquisition and learning development.

Program Start Point(s) for Parents

심리교육적 치료 영역과 증상

Parent-Teacher Conference

If the child receives feedback from the school that he/she shows poor academic performance and problematic learning behaviors and may need some special learning support and/or psycho-educational assessment

Academic Behavior Issues

If the child finds it difficult to concentrate on studying
If the child constantly procrastinates and puts off schoolwork
If the child finds it difficult to remember basic instructions at school or home or to follow the curriculum

If the child seems to not follow instructions repetitively or intentionally
If the child shows academically high functioning but is unwilling to study and complete assignments

English Language Transition Issues

If the child shows signs of difficulty and of minimal progress in English reading comprehension for more than 2 consecutive semesters

If the child shows no signs of progress in English language acquisition even after having attended an English-speaking school for over a year

Math and Science Issues

If the child finds it difficult to understand the basic mathematical or scientific concepts and calculations and does not or minimally respond to ordinary educational instructions
If the child shows signs of low Working Memory ability

Emotional Behavioral Issues

If the child shows signs of emotional issues, such as depression and anxiety
If the child shows signs of behavioral issues, such as refusing to go to school
If the child has trouble learning due to symptoms of Attention Deficit Hyperactivity Disorder (ADHD)

If the child has trouble learning due to Autistic Spectrum Disorder (ASD)

Best Time for School Professionals to Send Referrals

If two or more teachers or counselors report that the child’s emotional behavioral issues are deterring factors for delays in learning
If the child has trouble communicating with others or shows signs of developmental disability, including Autism Spectrum Disorder (ASD) Levels 1 or 2
If the child shows little to minimal progress in English language acquisition compared to his or her classmates in the same ELL or ESL class
If the child has remained in the below 10th to 30th percentile of his or her class for 2 to 3 consecutive semesters or terms
If the child shows no academic progress even after receiving one-on-one lessons from school, tutoring, or private institutes (e.g. hagwons)

If the child is a transfer student from Korea and refuses speak in class as his or her oral language skills, including listening comprehension and expressive language skills, have not improved for 2 to 3 consecutive semesters or terms