Parents ask me whether their child should do a full or part time program. My response is always – it depends on the child and the results of their assessment.
If you believe your child will be missing out on the curriculum if they enrolled in the full time program, it is likely they will tell you that they already ARE missing out in their current learning environment.
Taking a child out of a mainstream class that teaches core subjects may seem counterintuitive, however what is the point keeping them in a class when every year they are falling further behind and becoming more anxious or unhappy?
In my experience over the past 5 years, the students I have taught in the full time program have now gone on to College and are achieving in mainstream classes.
The feedback I have received from principals in the Auckland area indicates that they are happy to be able to advise parents of an alternative program that will help their child. Flexibility in time tabling is vital for a successful program to be implemented and A1 is dedicated to the optimum outcome for the child.
The majority of our students are enrolled in the full-time day program, which is the foundation of the Arrowsmith School. Our full-time students spend four to six periods per day on the Arrowsmith cognitive exercises. Periods are 40 minutes each. Homework is required approximately 90 min per night over the week.
The A1 Student Part Time Programs are ideally designed for students whose learning is impacted by only a few (one to three) learning dysfunctions, as well as for students who may not be able to enrol in the full-time day program. Results from the Assessment will indicate which areas to prioritise in a part-time course. Four hours per week per exercise are required to fulfil the course demands.
We also offer part time programs for students who may not be able to enrol in the full-time day program including a program for students whose main area of difficulty is writing. Homework is required approximately 90 min per night over the week for MSS. This exercise may also be undertaken remotely with a bi-monthly check-in.
The Bi-monthly Saturday Program only addresses the Motor Symbol Sequencing (MSS) area.
A student with this difficulty will have some or all of the following problems:
difficulty with the mechanical aspect of writing
difficulty putting words on paper
can speak better than can write
messy handwriting and careless errors in spelling and math
difficulty with forming letters and with motor planning in writing
This program is offered with one hour of bi-monthly monitoring at the school facility to first train the student in the process of this program and then the student engages in a minimum of four hours of the program at home per week and returns to the site twice a month for assessment of progress.
The Cognitive Enhancement Program provides participants with a structured cognitive exercise program specifically aimed to enhance the Symbol Relations cognitive function. This function is a critical part of higher order reasoning and is responsible for processing concepts across all academic disciplines. It involves understanding and quickly grasping what is read and heard, insight, logical reasoning, seeing connections between ideas, cause and effect processing and mathematical reasoning.
The Arrowsmith Program comprises a unique combination of three different types of exercises:
Computer exercises: to strengthen the ability to reason, use logic, and comprehend, as well as exercises for strengthening numeracy skills, reading, and visual memory for symbol patterns and face and landmark recognition.
Auditory exercises: to improve short and long term auditory memory, phonemic memory, oral and written output and vocabulary development and to increase the ability to hold and process information (working memory).
Pen and paper exercises: to improve the cognitive capacities required for motor skills related to the mechanical aspect of writing, skills required for written communication, organization and planning, executive function, and skills required for non-verbal communication.