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Remediation and Compensation

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Remediation and Compensation

By: Goldie Grossman M.S. Ed.

This article was written by Goldie Grossman for Fun and Function (http://www.funandfunction.com) and is reprinted here with express permission of Aviva Weiss, the president and co-founder of Fun and Function LLC. The article originally appeared at the Fun and Function website

NB: This article is written for the parents of children who have special needs and related problems. We publish it here because we know that therapists like to give their client's caregivers as much information as possible.

Remediation and Compensation

For many of us, our early experiences in the world of special needs feature those Hallmark inspirational moments. You know what I mean: the fable about the animal school, the story of the woman adjusting to Holland though she dreamed of Italy. And as long as we’re involved with children with special needs, it behooves us to hold on to a romanticized vision of these children and their potential.

In our work with exceptional children, we push all the limits. We strive to help each child defy the statistics and be the poster child for overcoming his/her challenges. In earlier years, this often takes the form of remediation. Sensory integration therapy, intensive reading instruction, and specialized handwriting programs are approaches that can correct areas of deficit.

As children grow into young adults, however, it’s important to reconsider these treatment goals. If a middle school child still finds leggings to be unbearably constricting, it’s probably time to go barelegged. If reading for pleasure is a struggle for a high school student, he can use books on tape as do millions of adults who prefer the auditory modality. And for the child with illegible handwriting -welcome to the age of technology.

This shift in agenda doesn’t represent giving up on the child. Rather, it signifies accepting the person’s unique profile and not allowing areas of weakness to dominate the person’s life. Teach the young man to understand and accept his needs, and to advocate for himself. Then, he can be that exemplary individual who surpasses all those lofty expectations we had back in those early days


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About the Author: Goldie Grossman has taught in general and special education settings, and has a private practice working with children with learning differences. She currently directs the educational support team at a private school in New Jersey, connecting parents, children, teachers, and administrators in supporting children with exceptional needs in the general education setting. A graduate of Brooklyn College, she holds a master’s degree in special education (with a specialization in learning disabilities), and is currently completing her dissertation on the topic of inclusion.

We thank Aviva Weiss, the president and co-founder of Fun and Function LLC for allowing us to reprint the article which originally appeared on their web site.

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Tags: OT PT Sensory Processing Disorder Autism SLP School Based Psychology Special Education