The remedial programs include group educational programs (within the Morning Educational Program) that are based on the Ministry of Education curricula in the State of Kuwait, while adopting teaching methods tailored to the needs of students with learning difficulties. They also include individual remedial programs or programs delivered in small, homogeneous groups according to academic level (whether in the morning or evening programs).
These remedial programs employ multisensory approaches, individualized instruction, and a cumulative, structured teaching methodology. They were developed by the Center based on the latest scientific research and in collaboration with international and local experts. The programs include “I Read and Write!” for teaching reading and writing skills, and “I Am Part of the Equation!” for teaching mathematics skills.
In addition, the remedial programs include cognitive programs that focus on developing core cognitive skills, which are often the underlying areas of learning difficulties, particularly memory, attention, and visual and auditory processing skills.
I Read and Write! Program
The “I Read and Write!” Program is a cumulative, structured remedial intervention designed to teach reading and writing in Arabic using the Orton–Gillingham multisensory approach. The program is used to teach students with specific difficulties in learning reading and writing, either individually or in small, homogeneous groups, and it can be adapted for use in mainstream classrooms. Research has demonstrated the effectiveness of this approach in helping all students learn to read and write.
The program also includes pre-reading skills for kindergarten children. It is based on a carefully sequenced progression of skills informed by research on common reading and spelling errors, as well as statistical analyses of letters, words, and common morphological patterns found in Arabic language, mathematics, science, and Islamic education textbooks at the elementary level used in public schools in the State of Kuwait. Skills are organized and presented in a structured progression from simple to more complex, and are broken down into their underlying subskills.
Program Components (Second Edition):
Introduction to the Fundamentals of Reading and Writing (Book).
Teacher’s Guide to Assessment for Diagnosis and Instruction.
“I Read and Write!” Lesson Book.
Student Workbook.
Instructional Materials.
I Am Part of the Equation Program
The “I Am Part of the Equation!” Program is a diagnostic and instructional remedial program aimed at teaching mathematics skills using a multisensory approach. It is based on scientific research related to its use with children and adolescents who have learning difficulties. The instructional strategies in this program are designed to be implemented individually or in small groups; however, they can also be applied in regular classrooms within heterogeneous groups.
The “I Am Part of the Equation!” Program targets mathematics skills from Grade 1 through Grade 9. It focuses on teaching arithmetic, algebra, statistics, measurement, and geometry, based on research demonstrating that the core of mathematical learning difficulties lies in deficits in understanding numbers and quantities. The program also places strong emphasis on solving word problems, which are among the most significant challenges faced by individuals with learning difficulties in general.
This program is a cumulative, structured remedial intervention grounded in fundamental mathematical concepts and based on the Orton–Gillingham multisensory approach. The program’s skills are developed in alignment with the curricula prescribed by the Ministry of Education in the State of Kuwait.
The program consists of:
Book One: Introduction to Dyscalculia.
Book Two: Teacher’s Guide to Assessment and Instruction.
Book Three: Introduction to the Language of Mathematics.
Encyclopedia of Mathematical Terminology (5 books).
Remedial Unit Books (7 books).
Guide to the Most Commonly Used Words in Mathematics.
Instructional Materials Guide.
Diagnostic Assessments: 26 tests, each accompanied by its own guide.
Sounds and Letters Program
The “Sounds and Letters” curriculum aims to support teachers in teaching the earliest foundational skills of reading and writing. It is suitable both as an early intervention for students who may be at risk of dyslexia and for students who are not at risk of learning difficulties. The curriculum specifically targets the most important early literacy skills: phonological awareness and letter knowledge (letter names and sounds), as well as the initial stage of learning spelling—also known as decoding (linking letters to their sounds and blending them in reading and spelling).
The curriculum also includes a core theoretical introduction to the fundamentals of language and reading skills, covering the skills addressed in the program, stages of their acquisition, their interrelationships, and the difficulties students may encounter when learning to read and write in Arabic. The activities are designed to be interactive and engaging, giving teachers sufficient flexibility to use the program either as a standalone curriculum or as a supplement to another curriculum.
This program is not used to teach students within the Center; rather, it is provided for teaching kindergarten students and for early intervention purposes.
Remedial Intervention Program (Wilson) for Teaching English to Students with Learning Difficulties
The Wilson Reading System® (WRS®) is a remedial intervention program based on the principles and foundations of the Orton–Gillingham approach. It is a direct, systematic, and structured program for teaching the English language. Through the program, students receive instruction in phonological awareness, decoding skills, vocabulary study, sight word recognition, spelling, and progress toward reading fluency, reading comprehension, and the development of expressive oral language to a level of mastery.
The Wilson Reading System® is designed for students from Grade 2 through Grade 12, as well as adults who have not succeeded with other instructional strategies and require multisensory language instruction, or who need more intensive instruction due to Specific Learning Difficulties such as dyslexia and spelling difficulties.
The criterion-referenced assessments embedded within the program support the measurement of student progress and achievement, ensuring mastery of skills at each sub-step before advancing to new skills.
The Wilson Reading System® is aligned with the guidelines issued by the International Dyslexia Association.