Supporting Learning Differences: How We Assess and Care for all of our Students

Now where is that book to be found in which the teacher can read what teaching is? The children themselves are this book. We should not learn to teach out of any other book than the one lying open before us and consisting of the children themselves; but in order to read in this book we need the widest possible interest in each individual child and nothing must divert us from this.

— Rudolf Steiner, Human Values in Education, Lecture 6

Waldorf education is intrinsically a holistic healing education.

Teachers are asked to observe each child carefully and individually to create the best possible learning environment for the class as a group and for each child. Each day, children at every age level, early childhood through high school, engage in activities that are healing, enriching, and inspirational, such as rhythmic movement, art, color, music, free-play, and rich storytelling.

These activities activate creativity, social emotional awareness, and build community while also serving to open each child to their full potential in contributing to a healthy, productive life.

Last year, I began a three year certification training at the Association for a Healing Education on remedial work and Extra Lesson. I wanted to enhance my understanding of the challenges that children face and sharpen my skills on how to address those needs, especially in the early years when habits are not as ingrained and easier to change.

In the 1940’s, Audrey McAllen developed a series of exercises called The Extra Lesson to support children with learning differences in engaging their full capacity. These exercises address early movement patterns, balance, and sensory integration issues through painting, form drawing, and movement activities. Some activities are in a whole class setting, while others are presented in individual, one-on-one sessions.

Modern science has confirmed the importance of sensory-motor development. The senses for balance and movement play an important role in visual and auditory processing essential for learning and concerning the ability to focus and concentrate. The academic subjects such as reading, writing, and math are extremely hard to access for children with these hindrances.

At Cedarwood, we strive to bring the curriculum in a developmentally appropriate way for each age level. We are developing a comprehensive educational support program to individuate our approach.

Last year, two of our early childhood staff completed training in an advanced therapeutic course called Nurturing the Roots, which focused on early childhood developmental needs.

We also instituted a full-time Educational Support position for the grades and middle school at Cedarwood. Ms. Harrison works with every class in small groups or individual settings to assess, enhance, and support the full class education.

The professional development opportunities our teachers are focusing on include Waldorf-inspired remedial education such as the Extra Lesson and Nurturing the Roots, as well as the Orton-Gillingham training, which is a dyslexia tutoring approach. Cedarwood is committed to sending teachers to the O-G training each year to support classroom and individual work.

In our Waldorf approach, assessment is extremely important. In addition to classroom observation, Cedarwood offers a Developmental Assessment for rising first and second graders. In fifth grade, students are assessed through their portfolio of work and a math and reading assessment.

If we can identify a child with learning differences early on, we focus first on age-appropriate exercises and activities to develop a strong sense of freedom in movement; for example, skipping and crawling supports eye tracking, which is necessary for reading or modeling beeswax to strengthen fine motor development. If a child continues to struggle, further support is offered through O-G tutoring and small group enrichment.

We recognize some children may need additional support through therapeutic eurythmy, osteopathy, physical or occupational therapy, cranio-sacral therapy, sensory integration work, or socio-emotional support. Our Student Support committee has developed an extensive list* of resources for these needs.

At Cedarwood, we have the support of several outside practitioners that join us in classroom observation, consultations with parents and teachers, and by offering additional services to our community. These dedicated professionals include psychologists, art therapists, O-G tutors, anthroposophical doctors, and Extra Lesson specialists.

As you can see, we are committed to a range of perspectives to support the needs of our community!

As I write this, I am in awe of the many ways the children at Cedarwood are seen through our unique lens. Although your child may have one morning lesson teacher and 6-8 subject lesson teachers, there is also a community of support to help differentiate for each learning style and need. Teachers are able to offer a breadth of experience and interests to the class, so that each child may expand and grow beyond their comfort zone into the unknown of their imagination.

At Cedarwood, we have the dedicated support needed to allow each teacher to meet the interests of students with and without learning differences and create a learning environment that is rich in experience and understanding. I am so grateful to be part of this learning community, where I can continue to grow and develop my capacities, while encouraging the children in my class to do the same.

*Please contact Diana Bright, Student Support Committee Chair, if you would like a copy of Cedarwood’s resource list.

Mary Jo AbiNader arrived in Portland 30 years ago from her old theater stomping grounds in NYC and Washington DC. Her undergraduate degree in Theater and Education fueled her passion to work with children in a dynamic setting. She spent summers at the Rudolf Steiner College, studying Waldorf education and earning her teacher training certificate in 2003. Mary Jo promoted her first class from Cedarwood in 2011; many of these students are graduating college this year. She took her second class from second grade through eighth in Hawaii. She is excited to be back at Cedarwood, continuing the journey with her current class of enthusiastic children full of wonder and awe in the world around them. Mary Jo is deepening her work with studies in student support through Association for a Healing Education.