A three-tiered approach :
A – Start made easy
B – Facilitating education
C – Opportunities for all
Every school worldwide has the mission to enable every child to learn to read and write. Nevertheless, about 750 million people worldwide are illiterate, of which about 7.5 million live in Germany and about 2.2 million in South Africa. For these people, successful participation in social life is at the very least made difficult, if not impossible. We protect our learners at the Deutsche Internationale Schule Pretoria from this fate from the first grade. In doing so, we rely on standardised diagnostic tests, pedagogical observation and parental discussions.
We know that children with LRS (reading and/or spelling weakness or reading and/or spelling disorder) need targeted support with an effectiveness tested training programme so that they too can have fun and success in learning to read and write. For this reason, LRS support at the DSP takes place parallel to and integrated into the core lessons on a weekly basis, two hours a week. We enable the pupils to consciously focus their attention on reading and writing, to sharpen their differentiated sensory perception and to understand and apply spelling initially with the help of loud word material up to the structured rule structure.
We know that people cannot overcome an LRS overnight and may need support over several years. In order to protect them from unwanted frustration, we give them disadvantage compensation in addition to support . The close cooperation between all teachers, parents and, if necessary, the therapy centre or out-of-school therapists is desired by us and is a matter of course for us.
Angelika Schindel: primary and secondary school teacher, dyslexia and dyscalculia trainer, LRS support teacher