ACE Academic Centre 4 Excellence offers a wide range of state-of-the-art teaching methods for students with learning difficulties. Thanks to our one-to-one ratio, we have an over 95% success rate for teaching children to learn to read using the Orton-Gillingham method – a simultaneous multi-sensory approach. Our experienced and knowledgeable staff can also help your child’s math proficiency through the use of the Nelson math program – which has been used in many schools in our area.
We always strive to take an active interest in your child’s academic development and will be happy to attend school meetings (IE. IPRC) in order to thoroughly review, analyze, interpret your child’s psycho-ed assessments.
The highly successful Orton-Gillingham system is utilized. Statistically we know that 30% of the population has some level of reading difficulty. They do not learn to read even with the thorough phonics programs alone. Dr. Orton and Dr. Gillingham developed a simultaneous multi-sensory system over 60 years ago designed for the dyslexic students. However, this program works across the board so that no student fails to learn to read. Research has shown that when all senses are used to learn (visual, auditory, tactile, and kinesthetic) the individual can retrieve the information better. Instruction is more intense and more repetitious than normal. Students must be taught how to take the individual letters or sounds and put them together to form a word (synthetic) — as well as how to break it into smaller pieces (analytic). Both synthetic and analytic phonics must be taught all the time.
For the student who has learned to read but does not understand the meaning of what was read, comprehension exercises are used to train the brain to begin analytical processes to attach meaning and understanding to what has been read. Cognitive therapy for strengthening memory would possibly also be added to the session if this appears to be a contributing factor.
A wide variety of materials are used to develop written expression. Software such as Kurzweil, Inspiration, and Word-Q are successful tools for mapping, organizing, and stimulating a higher level of vocabulary. Grammar instruction is provided as part of the writing process as well as proofreading exercises.
Math Programs (Grades 1 to 8)
TouchMath is an interactive, multi-sensory technique reaching learners in ways they understand and helps them make the connection to the basics of math in very little time. Rather than depending on memorization, TouchMath enables students to arrive at answers through the process of counting and sequencing, even long division. They process the math problems faster and more efficiently than with conventional math dependent on their memorization of facts and tables. Through this teaching method they actually begin accumulating the facts in long-term memory.
The next step is to provide all the fundamental math skills. We find this area very weak through the school system. We build a very strong foundation so that they have the skills to process answers for analytical math problem solving.
This is a software program on sequential processing. In order to change our cognitive abilities, the brain’s basic areas of learning and memory known as sequential processing (the brain’s ability to receive, store, process, and use information) one does a series of ordering procedures. “Ordering” is the operative word here. Essentially every mental process one performs is dependent on sequential processing: listening, reading, communication, and high level executive functions such as problem solving, planning, and multi-tasking.
This is a software program that exercises specific areas of the brain to train it to process faster and more efficiently. ThinkFast™ has an interactively intelligent agent at the core. It records how the student perceives, thinks, reacts, and even feels. It will not take long to know when the student is dull, cloudy, clear, focused, or scattered. The program will automatically make the challenges more difficult to attain greater mental clarity, quickness and focus.
Intense work is also done for the following learning disabilities: dyslexia (previously mentioned), visual memory, sequential processing, auditory memory, working memory, executive functioning, language processing disorders, as well as attention and focus.