Many remediation plans contain segments to help children exercise verbal processing. These may include exercises and activities that help children label objects and identify their functions as well as demonstrate understanding of concepts such as size, shape and quantity.
For children who have displayed problems with their fine motor skills, eye/hand coordination or trouble recognizing visual detail, perceptual-processing activities are typically introduced to their remediation plans. These may include games with visual puzzles, identifying objects by silhouette, matching activities, tracing lines and stencils and duplicating patterns. In some cases, these activities may also increase visual memory and discrimination.
Auditory-processing activities help children develop short-term memory, discriminate sounds and increase auditory comprehension. Some activities in this domain that may be found in remediation plans include having children identify songs by their melodies, repeat rhymes and identify everyday sounds.
In some cases, children in kindergarten may be earmarked for remediation because they have not sufficiently developed adequate social or emotional skills. According to the Institute for Remedial Intervention Services, deficits in social skills alone can lead to problems in academic achievement. Exercises to improve conversational skills and learn communicative competence (such as use of body language, personal space and voice modulation) are often used and may include role-playing, mock conversations and active demonstrations.
In many cases, school remediation plans necessitate the involvement of parents and encourage parents to practice many of the same exercises completed at school at home as well. Proper encouragement and facilitation at home may give kindergartners the support needed to rejoin their classmates as quickly as possible.