Resources
When a child needs extra support, parents carry much of the coordination. These guides cover meetings, communication, routines and the honest boundary between educational support and clinical assessment.
School meetings about learning support go better with preparation: your observations written down, your questions listed, and a clear sense of what you want from the room. The preparation guide walks through what to bring, what to ask and what to note down afterwards.
A tutor teaches better with context: the reports, the school’s support plan, the strategies that have worked and the ones that have not. One guide explains what to share, how to share it, and what a tutor can do with the information.
A shadow teacher is an educator who supports one child inside the classroom during the school day. Where a school agrees to one, the arrangement works best when parents, teacher and shadow share the same picture. The shadow-teacher guide covers that working relationship.
Two of the most useful guides in this section are the most practical: building predictable routines for anxious and neurodivergent children, and breaking multi-step tasks into pieces a child can start. Both come from the same observation: structure lowers the temperature of hard work.
This boundary matters, so we state it plainly. Teachers and tutors can screen for possible difficulties and put support in place, but diagnosis belongs to qualified specialists: psychologists assess specific learning difficulties such as dyslexia, and developmental coordination disorder is diagnosed by a doctor. Tutoring complements, and never replaces, clinical assessment or therapy.
In practice, concerns usually start with the class teacher or the school’s learning support coordinator, often called a SENCO (special educational needs coordinator). Formal assessment, where it is needed, is carried out by a qualified educational psychologist or paediatric specialist. The boundary guide explains who does what, and what the pathway typically looks like for international-school families.
| Role | What they do |
|---|---|
| Teachers and tutors | Teach, observe, screen for possible difficulties, put learning support in place |
| School SENCO or learning support coordinator | Coordinates support in school and liaises with parents and outside specialists |
| Educational or clinical psychologist | Carries out formal psycho-educational assessment and diagnosis of learning difficulties |
| Paediatric specialists | Diagnose medical and developmental conditions such as DCD or ADHD |
Academic difficulty leaves a mark on confidence long after the gap closes. The confidence guide covers how children recover a working relationship with hard subjects, and the parent-teacher meetings guide gives you the questions worth asking at school. Two downloadable templates support the whole section: a parent progress review and a school-tutor communication sheet.
Eight guides, all reviewed for supportive, non-clinical language.
Our learning-support tutors teach study strategies, structure and confidence for children with special educational needs (SEN). We are tutors, not clinicians: we do not diagnose or treat, and we do not promise outcomes. Where a school agrees, we also provide shadow teachers.
WhatsApp +62 858 6969 6869 · info@privatetutoringbali.com · We reply within one working day.