Emerson House supports children who are struggling in their existing school environment because of a Special Educational Need (SEN).
We have a deep understanding of the special educational needs associated with Dyslexia, Dyscalculia and Dyspraxia, needs which are often, although not always, interrelated.
Emerson House specialises in teaching children not only to read and spell, but also to enjoy reading and to understand what they read. This is achieved by ensuring that children are reading books at a level that is appropriate for them, whilst working towards increasing reading-age via an individually designed programme.
We also train the child in the underlying skills that lead to reading success. These include phonological processing and building visual recognition skills
At Emerson House our approach to children with numeracy-learning difficulties is to teach maths in a very structured way, teaching all aspects of maths (with a primary focus on number-work) using reason-based methodologies. The children use physical materials which are organised into simple cognitive tools and are actively integrated in the learning experience. This is often referred to as a ‘guided discovery approach’. Children learn the most effective universal reasoning methods.
At all times we aim to protect the long-term and working memory resources of children by teaching essential key facts. One of our key principles at Emerson House is that children have a good grasp of the foundation aspects of each area of literacy and number work before we progress onto more advanced levels.
At Emerson House, children are helped to achieve joined-up writing whenever possible. Whilst encouraging production of an appropriate amount of written paperwork for their capacity, writing stamina and written skills are built up gradually. We have a specialist handwriting teacher for those children for whom this is a particular focus.
As dyspraxic children find handwriting difficult, most children also follow a special touch-typing programme, learning with a full multi-sensory approach. This removes some of the emphasis on written work with the longer-term aim of working towards using a laptop to produce written work. The ability to touch-type well and accurately is particularly useful throughout secondary school and is a vital skill for dyspraxic (and dyslexic) children to acquire.
As well as leading to competent typing levels, the touch-typing programmes used at Emerson House are also specially designed to reinforce reading and spelling skills.
Specialist Centre for Dyslexia, Dyscalculia and Dyspraxia