Early intervention in adoptions

In the classroom, adopted children may show the consequences of a past characterised by living through difficult situations and experiences. However, all studies show that the majority of these children progress well. Our experience over the years, with a high percentage of adopted children, is very satisfactory. However, for this to be the case, it is necessary to perform an early intervention which coordinates the work of different professionals: tutor, teachers, specialists, and the family, in order to attend to the most urgent areas: socioemotional, cognitive, and teaching and learning.

It is often thought that adopted children are a homogenous group with common needs and characteristics, but the reality is quite different. No two adopted children are the same. For this reason, it is necessary to perform an initial evaluation which enables us to understand their learning style, their instrumental level, the degree to which any possible difficulties will affect them. It is frequent to initially find adopted children who:

  • Have trouble following the pace of a class. Though they make a great effort, they achieve very low academic results.
  • Display problems with literacy.
  • Want and try to do what others do, but get frustrated if they don’t achieve it.
  • Display difficulty when it comes to attention and concentration, and hyperactivity.
  • Display difficulty in following consecutive orders.
  • Have fluent communication but have not acquired the language to enable them to accurately follow the teachers’ explanations in the different areas.
  • Have trouble expressing their opinions, feelings and desires, and this frustrates them.
  • Probably show deficient order, disciplinary and perseverance habits.
  • Have parents who say that at home they know how to do certain tasks but in class they feel lost, their progress is irregular, and sometimes there can even be relapses.
  • Sometimes find it difficult to fit in with equals, have trouble respecting the rules of games, waiting their turn and participating actively.

How Areteia helps your child

Areteia School is committed to attention to diversity. For this reason, we bring together the tools and resources necessary to offer an individualised approach to the educational needs of adopted children and teenagers. This process goes from welcoming the pupil, encouraging a good relationship with their classmates, establishing an emotional link with their teachers which allows them to be relaxed, improving their autonomy, training their attention, as well as ensuring that they feel competent, focusing on what they achieve and not what is lacking, and establishing school routines which provide them with the security needed to facilitate their learning process.

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