The KLU Way
Over our years of operation, Kids Like Us has developed a range of services to help twice-exceptional (2e) young people and those around them.
We’re constantly looking into new and interesting strategies, and are deeply committed to helping create the best possible world for 2e students to grow and thrive in.
All of the programs at Kids Like Us are based on research and best practice from around the world, combined with experience of working specifically with 2e young people.
Getting to know each other
A newly referred KLU student progresses through a series of ‘unpacking’ narrative based, counselling sessions. During this process,
• their hopes, dreams and passions are revealed and validated
• the perceived and real deficits to be found at their home school are talked about and normalised
• their particular twice-exceptionality is verbalised and emphasised as a positive
• any behaviour issues are discussed, and the suitability for attending KLU programs is clarified
• their commitment and motivation are discussed
• an encouragement of the understanding that future supports and interventions are a positive experience
• a commitment to working with their current school is confirmed – KLU supports do not replace the regular school
At KLU, we work to provide an academic, social or behavioural program that is suitable and dynamic for the students that attend. In doing this, we ensure that alongside any academic support we provide (following the prescribed AusVELS), we are flexible enough to provide the extra ‘something’ the students crave and require.
Counselling and Narrative Therapy
2e students often find themselves marginalised – unable to gain what they need from traditional teaching methods, they are seen as flawed, a view they come to share. We work with these students through Narrative Therapy to encourage the internal belief that this view is wrong, and that ‘the person is not the problem, the problem is the problem’.
Through working with these 2e young people, we externalise the problem, in a way that empowers the child, helping them to increase confidence, self-esteem and self-efficacy.
We also work to provide counselling services to parents of KLU students, offering support as they face the challenges of parenting a 2e child or as they discover their own journey.
At KLU, all teachers are responsible for the preparation and implementation of teaching and learning programs, where students are able to participate, interact, earn and achieve success. We continuously develop resources for gifted education, and evaluate our programs and teaching methods to ensure that we are able to offer new, innovative and effective strategies.
The curriculum provided is dynamic, holistic and evolving to include:
• thematic, interdisciplinary units of learning (unless there is a specific documented reason)
• work occurring in flexible groups according to personality, learning styles, academic ability or weakness, as needed
• a developing ownership of their own learning, including opportunities for negotiating tasks, outcomes and method of study
• the use of games, technology, talk, research and experimentation where practical and effective
• a range of artistic experiences which co-ordinate succinctly with the theme
• students being engaged in individualised study
• explicit opportunities to learn, read, write and spell the Oxford Wordlist at an appropriate level
• tasks that are based on hands-on discovery
• students being read high quality texts by a competent adult, at a level appropriate to their interests
• progression through a focused synthetic phonics reading scheme as and when needed
• a ‘wow’ factor in every day the student attends KLU
Kids Like Us and advocacy go hand-in-hand. We practice advocacy on a number of levels to support 2e young people in every aspect of their life – from enhancing an individual’s self-worth to working to effect change in the community.
Advocacy is important because society is fond of grouping people together, with some of these groups being more disadvantaged than others, making them feel more vulnerable on emotional, physical and mental levels.
2e young people often find themselves in this category as a result of emotional and physical stress, lack of support or access to required services/assistance, complications from a disability or behaviour causing pressure (e.g. issues with reading or social skills) and more.
Because of this, we work hard to advocate for these young people, ensuring that they are able to develop into independent individuals who are supported when they need to be.