Time passes, and it's been a good two years (March 2009) since the children first came to you for therapy. Now I'd like to tell you something about Lukas.
Lukas spent his first two school years with a very caring teacher. She used to be an IF special needs teacher and gave the children plenty of time to learn. When I once asked her why Lukas brought home relatively good assessments, she replied that she only did them once all the children had mastered the material. Great and ideal for Lukas.
A change of teachers took place at the start of the new school year, and I was a bit apprehensive about the new situation. English is now part of the curriculum, and the children receive grades.
Lukas has surprised us all immensely; so far, he's only brought home grades of 6. He hasn't needed any special needs lessons for a long time.
Three years ago, I would never have imagined that Lukas would enjoy learning so much, be so good at it, and be so successful in school. Lukas always talks about you and wants to visit you.
I'm sure that with your therapy, you've solved the problem in Lukas's head, making him receptive and ready to learn, especially for the start of school. Thank you so much!
With Sandra, we also saw good progress after the first therapy session and the follow-up therapy session (November 2010), so that she began her first year of high school very well and was able to maintain her performance.
At the moment, however, the effort and the reward are no longer matching. She studies a lot and for a long time (she gets lost in the material, loses track), but her grades are rather mediocre. Does she perhaps need follow-up therapy? Or could the unfortunately frequent changes in teaching (due to illness, death) be the cause?