Randburg Clinic School

When evaluating a school that caters to learners with specific learning needs, several practical things separate genuinely capable institutions from those merely claiming specialisation. The quality of diagnostic assessment matters—can staff correctly identify whether a child has dyslexia, ADHD, processing disorders, or other conditions requiring tailored teaching? Real expertise shows in whether teaching methods are adjusted to how individual children actually learn, not just whether the school is sympathetic. Look at staff qualifications: do educators have formal training in remedial teaching, speech therapy, or educational psychology, or are they generalists? Track record indicates whether learners make measurable progress and whether the school can articulate what success looks like beyond just 'keeping them engaged.' Good schools of this kind communicate regularly with parents about actual progress, not just behaviour. They understand that a learner with significant barriers needs consistency, small group work, specialist intervention, and honest conversations about realistic outcomes. Competence in specialised education isn't about being kind—it's about having the right training and methods to actually change how a child learns.