Success Story of Using Differentiated Instruction in Remedial Therapy


Student Aditya (name changed) came to Drishti in Grade 10 diagnosed with LD (Dyslexia, Dysgraphia, and Dyscalculia. His previous progress reports indicated poor performance in his curriculum subjects. The student was facing difficulties in coping with the academic curriculum. He also exhibited behavioral difficulties (hyperactivity, impulsivity, distractibility, poor concentration, and inattention) when he came for assessment in Drishti. Remedial Education Success Story
Aditya started coming to Drishti for a 3 weeks Summer Remedial Education (RE). An Individualised Education Plan (IEP) was prepared for him to focus on the skills he required to cope up with his school curriculum. As it was a short duration program very few skills were focused upon. It was observed that the student had difficulty reading long words and his reading fluency was also not grade appropriate. But being a diligent, obedient, and enthusiastic learner he was able to overcome this which motivated him even more to focus on his studies and never quit when faced with a problem. The educator used to give words written on flashcards to him to read within a particular time limit which helped him to increase his reading fluency. The next area of difficulty observed in him was Vocabulary, understanding the meaning of the words read in its context and framing sentences for the same.Thus in crash course we could help to improve his reading fluency and comprehension skills.

Other than the curriculum difficulties he also lacked confidence but that also increased as he observed improved in his academics. By the end of this summer RE crash course his goal achievement on his IEP was at 80%. As there were positive changes seen in Aditya in summer crash course he continued with Remedial Education Program. He enrolled himself for 10 Month Learning Support Plan with every day 3 hour intensive therapy every day (5 Days a week) at remedial centre. A Remedial Approach with Acceleration Model was used for this. The term Acceleration itself means to move in fast in pace.

Now big challenge in front of the educator was to make him cope with school curriculum and that too in a limited period of time! As there was a gap of more than 6 years in his functional level and school grade level, it was very important to work on his competency building. Educator catered to subjects like English, SST (History, Geography, Economics, Political Science) and ICT. He chose Painting as his fifth subject. An extensive IEP was made which focused on all aspects of Remedial Education ( Vocabulary, Grammar, Reading Comprehension, Written Composition, Written Expression, Study Skills ). to cope up with school curriculum. First Plan (IEP) was made for 6 montAditya. (June- November). Core areas chosen were : Grammar, Vocabulary,Reading Comprehension, Writing Composition, Written Expression and Study Skills.

The goals for Aditya included “review and practice of the grammar curriculum”, “use appropriate curriculum based vocabulary”, “answer factual and inferential questions”, “being able to write a complete composition (with an introduction, body, and conclusion)”, “being able to write descriptions”, and “being able to follow test preparation techniques”. Later on Time management Skills were added as a part of Study Skills in order to complete classroom assignments, self study work and prep himself for upcoming exam.


Progress at the end of the first term (June- November)
During this term Aditya faced challenges in creative expression and study skills – using relevant test taking skills. Aditya received a 50% score in creative expression and a 60% score in test taking skills. Aditya also reported not grasping the concept of keywords. He did not understand what keywords are and the importance and relevance of the same. The average score in the rest of the area was a 71.66% which included grammar, vocabulary, reading comprehension, written composition, and study skills – time management, memory skills, and partial test taking skills. This indicated significant improvement from Summer RE Program. After evaluating the scores, the educator decided to carry forward one goal in study skills – “The student will be able to use relevant test-taking skills”.

By the end of the first term (June- November) Aditya scored 85.71% on his Remedial Education Plan.


Term 2 (December – March)

Based on his Progress a new IEP was made for 4 montAditya (December- March) which focused mainly on composition skills, expression skills and study skills. Study Skills mainly included test preparation skills, test taking Skills, note making, SQ4R and using Flashcards to memorise answers. Also a very important component in written composition was stressed upon and that was COPS (Capitalisation, Overall presentation, Punctuation,Spellings) strategy, proofreading of content read. This plan was very crucial as he was preparing for his 10 th grade board examinations and hence test preparation and test taking skills was prioritised.
Also emphasising on focusing on abilities like vocabulary,developing comprehension skills in context to material read will help him to boost his confidence about gaining success and also work hard to achieve targets and be at par with his peers.


Progress At the end of second term
In the area of Reading Comprehension, Student X scored an 80% average. The goals included use of contextual clues, understanding descriptive words and phrases, and inferential abilities. A 71.6 % average score in Written Composition saw improvements in writing a complete composition and proofreading. Strong performance was recorded in Study Skills – Time Management, where the average score was 80%.
At the end of the second term his improvement on IEP was 91.67%!- A big leap from first term.

Prep for the Board Exams:

A detailed POA for board exam was made which included chapter wise test from beginning, module wise test and 2 prelim examinations. After each test educator evaluated paper and discussed with him and gave him feedback. This was very helpful and similar mistakes were not seen in the second preliminary examination held at centre.


For vocabulary the TIPS (Term, Information, Picture, and Sentence) methodology was used. Strategies to improve Reading Comprehension strategies include making concept map of the concept learnt and then use keywords for the same, organising thoughts in sequential order, skimming through information, summarising information, finding out the main ideas of the content read and support with details. Written composition strategies consisted of assisting students to understand factual and inferential questions. underlining key words in the question, highlighting the sentence starter in the question, teaching him to identify the sentence starter from the question, and encouraging Aditya to read the passage using the key words and sentence starters from the question to frame and write the answer. Key words were also used to help him with memory skills where he was encouraged to think of keywords that are associated with concepts to be learned and memorised, linking the same to visual graphics of those words, and asking questions to see if he can recall the practiced keywords/text. For Written expression was the major area where challenges were faced. It was very difficult for him to move from factual/description to imaginative description. A lot of visual cues, videos, visual imagination of situation, graphic organisers were used and also narrating a situation experienced. A lot of emphasis on Study Skills was given. (memory skills, note making, SQ4R, Revise using FlashCards)

Teach and test strategy was used to asses him. Chapter wise test, module wise test helped him to boost his confidence. He became more confident about his work and then the educator would teach him topics ahead of his class work which motivated him to discuss and participate in the class and put across his thoughts with teachers and his fellow mates. This self motivation was more than sufficient for him to move forward. A good change was seen in him as he improved on his communication skills and also his body language.
An enthusiastic and self motivation played a significant role in cracking his first benchmark examinations!!

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