Early diagnosis and professional assistance will help these children with normal intelligence to function effectively and stay in school
About 10% of students suffer from Specific Learning Disabilities
Our centers are open from 10AM till 6PM
THE ROAD TO PEACE IS THROUGH THE EDUCATION OF CHILDREN
I am really convinced that the road to peace goes through the education of children and the opportunity to give every child the right to achieve his full potential. It is by accepting our own difficulties and those of others, by giving everyone the chance to deal the best way they can, with these difficulties, thanks to sustainable education, that we give our children the tools they need to help them navigate through life with clarity… The power doesn’t lie in the flawlessness or in the absence of difficulties, but in a clear and generous gaze focused on ourselves and the others.
Carmen Chahine Debbane
Joumana Bassil Chelala
“Dance by CLES” started its pilot program in the academic year 2017-2018 in collaboration with NDI (National Dance Institute of New York) to bring dance and the arts to private and public schools.
The program aims to help children with and without learning disabilities to gain discipline, self-confidence, and trust in others.
More than 750 child were trained in 6 private and public schools.
“Shu Bene Mama?“ a play aimed at raising awareness, including scenes about four specific learning difficulties:
Dyslexia, Dysphasia, Dyspraxia and ADHD.
The play is shown in Lebanese schools. Since 2012, it has been played in 120 public and private schools, 5 public libraries, and on the theater of the Ministry of Education.
What are Specific learning Disabilities?
Specific learning Disability is a neurodevelopmental-based disorder that affects the way information is learned and processed. It affects the brain’s ability to receive, process, analyze, or store information. A specific learning disability is not a problem with intelligence or motivation.
Learning disabilities are typically “hidden” in the sense that the person in question does not display any signs that indicate a problem. Yet that person’s skills fail to meet the expected standard level for someone of similar age.
Specific learning disability may occur in the following areas of skills:
• Oral expression
• Listening comprehension
• Written expression
• Basic reading skills
• Reading fluency skills
• Reading comprehension
• Mathematics calculation
• Mathematics problem solving
It can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention.
It can vary in severity: mild, moderate, severe.
While Attention Deficit/Hyperactivity Disorder (ADHD) and learning disabilities might occur simultaneously, these remain two separate disorders that should not be confused one for the other.
Learning disabilities implying difficulties in writing, reading, reasoning, recalling and organizing information, are lifelong. These can however be surmounted through appropriate support and intervention rather than conventional ways which prove to be highly ineffective for such cases. With the proper intervention, the person can be successful academically, professionally and socially.
How are specific learning disabilities different than other learning disabilities?
The term disability (low IQ) is used when trouble or lag occurs in any area of learning. In the case of specific learning disabilities (IQ is within the average range or higher), the disorders appear in one or two aspects of learning.
How do I know if my child has a specific learning disability? What are the signs I should be on the lookout for?
The below are non-exhaustive lists of certain common signs that could indicate learning disabilities. While such signs may appear in children with no learning difficulties, real concern is justified only if these persist despite everyday assistance and training.
Some warning signs for children age 5 and under:
- Delayed speech; problems pronouncing words; difficulty learning new words; trouble finding the right word; difficulty understanding words and ideas,
- Trouble learning numbers, the alphabet, days of the week, or colors and shapes,
- Poor concentration,
- Difficulty rhyming,
- Difficulty following directions or learning routines,
- Difficulty controlling pencils and scissors,
- Difficulty coloring within the lines,
- Trouble with buttons, zippers, learning to tie shoes
Warning signs: Ages 5-9
- Difficulty to blend sounds to make words
- Difficulty learning to read : trouble learning the connection between letters and sounds ; difficulty to read basic words ; difficulty in letter and word recognition ; problems in reading speed and fluency
- Difficulty to learn new skills
- Frequent errors in spelling words
- Trouble learning basic math concepts
- Difficulty telling time and remembering sequences.
Finding support should be the first thing you do if you suspect that your child with learning difficulties needs it. The earlier your child gets support, the better are her or his chances to achieve full potential.
How is a learning disability diagnosed?
A medical consultation should first be carried out in order to eliminate any physiological cause (perceptual, neurological, etc …).
A psychological assessment must be made by a psychologist in order to have the complete cognitive profile of the child (IQ). If necessary, speech and psychomotor assessment will assess language, motor and instrumental skills.
Following these evaluations, a therapeutic project will be established. A period of rigorous and regular care would confirm the diagnosis.
At what age can a Specific Learning Disability be diagnosed?
For written language (dyslexia) there are no warning signals, of course, before the child is old enough to learn to read, but in the first year of learning written language, some signs can arouse the attention and allow suspicion of the existence of a disorder. In addition, a child who has had difficulty in oral language will have a hazard out of two to develop difficulties learning how to read. Early detection is important.
A delay of 18 to 24 months in reading capacity will be used as a diagnosis criterion.
For oral speech (dysphasia), if the first signs appear at the age of two or three years, the diagnosis can only be made at the age of five.
For motor coordination disorders (dyspraxia), the first signs appear in kindergarten. We can speak of dyspraxia only if these disorders persist and the gap in the child’s scores on psychomotor tests is very significant compared to the norm.
Where are the CLES Centers?
Ibrahim Medawar Street,
Khoujaz & Bonja building, 1st floor
Tel/fax +961 (1) 380 111
1 Sodeco Street,
Marianne Klees Center, 3rd floor,
Tel/fax +961 (1) 611 281
“Damm W Farz” Street
Obeid Building, 1st Floor
Tel/fax +961 (6) 423 430
Wastani Street, Maksar El Abed Road
Tel/fax +961 (7) 752 273
Chedid Center, 2nd floor,
Tel/fax +961 (8) 802 940
Al Bustan Street
Antoine Farah building n.26
Tel: +961 (76) 356 240
Behind Sharek Sweet, Center Joud, 1st floor
Tel: +961 (81) 637 492
Sadek building, 2nd floor
Tel: +961 (5) 500 199
What does it cost to enroll my child in a CLES Center?
The fees are symbolic and they are reduced to a monthly fee of 10.000LL.
What are Learning Support Classes?
These are classes fully equipped by CLES (furniture, computer equipment, educational tools and specialized programs). They receive primary cycle students, in small numbers, in public schools spread in the six districts of Lebanon. These classes are held by teachers trained by CLES. Children with difficulties benefit from specific teaching methods that help them learn more harmoniously (in Arabic, French and mathematics).
How can I enroll my child in a CLES Center?
An enrollment application is completed on-site or through a telephone call. The family will be contacted once there is a vacancy in the center. The child who meets the admission criteria will benefit from the various services provided by CLES centers.
Does CLES offer teacher training?
Yes CLES offers teacher training for the LS teachers in order to assess, evaluate and teach the kids suffering from learning difficulties.
If CLES centers can’t accommodate my child what can I do?
After having carried out the necessary assessments, if the child is not a candidate for a CLES center, the team in charge will direct him or her towards a facility adapted to their needs.
What kind of specialists should I see?
The specialists responsible for the diagnosis and management of children with specific learning disabilities are:
- The psychologist who evaluates the cognitive skills of the child and takes care of following up with the child and his family.
- Speech therapist who assesses communication skills, oral and written language skills and logical- mathematical reasoning; and performs the necessary rehabilitation.
- The psychomotor specialist who evaluates the instrumental and motor troubles and performs the necessary rehabilitation.
What are the ages of children accepted at CLES centers?
CLES therapy centers welcome children between 3 and 12 years of age.
CLES diagnostic center at Badaro provides assessments starting the age of 3.
If my child is autistic can you help?
In case a child presents difficulties that belong to the autism spectrum, they are not admitted to a CLES center. He/she would need a suitable academic program and therapeutic project.
CLES has translated to Arabic, two Language academic publications about specific learning difficulties and they are: “This Child doesn’t Learn to Read Like Other Children… Though he is Intelligent) by Marianne Klees & Arlette Bourgeuil, and a comic book “Dyslexia, where is the difference?” by Marianne Klees & Helene Grammaticos.
Production of Television Messages about 4 Specific Learning Difficulties
Starting in 2002, CLES has been organizing free annual training sessions for hundreds of teachers from public and private schools. These training sessions cover different themes related to speciﬁc learning difﬁculties and are given by a Belgian-Lebanese multidisciplinary team specialized in the study of specific learning disabilities. The main goal of the training sessions is to enable teachers to detect specific learning disabilities among students and direct them to institutions that can provide adequate assistance.
In collaboration with the Lebanese Ministry of Education and Higher Education, CLES launched “The Learning Support Classes” a development project aimed at limiting failure and dropouts from schools.
The project comprises equipping these classes with the speciﬁc materials and technologies required to teach students with learning difﬁculties and training 2-3 teachers from each school to help provide students with the required academic and educational support.