Posts Tagged ‘program’

Current Approaches
For many decades the traditional treatment for individuals with dyslexia has been a phonological approach first introduced by Samuel Orton (The Orton/Gillingham Method). The question a neuro-educational specialist (ND) might ask is:  Was the approach he settled on too narrow when he himself in the 1920s listed multiple symptoms not related to phonology to describe this condition? Although the evidence in favor of the phonological weakness of dyslexics has dominated the scene recently, it does not diminish the importance of the visual perceptual problems that many dyslexics report (Stein, 1997) as well as the myriad of other symptoms with various causes.
The Neurodevelopmental (ND) Approach
It seem reasonable to NDs that dyslexia actually results from a combination of several different inefficiencies.  They would suggest that each case of dyslexia has a unique set of causes that needs to be addressed by looking at individual situations. This involves a global look at the child and specific activities based on the findings, in each case, treating the root causes.  They look at the whole child and focus on the causes instead of the symptoms! 
When you hear “The ND Approach” think “neuro-plasticity,” the brain’s natural ability to change and modify itself in response to changes in or enrichment of the environment (Ratey, 2001 p. 167) (See article online.) Plasticity is present as long as a person lives, otherwise stroke victims would have no hope of regaining function.  ND is the study of the brain’s plasticity to make advancements regardless of the current condition of the person with an understanding that abilities can be enhanced with brain stimulating activities when applied with the keys of frequency, intensity, and short duration over a specified period of time. (See related article online.)   NDs believe that these three keys to input, used in the stimulation of an individual’s auditory, visual, tactile, manual, language and mobility systems, are the solution to causing low or non-functioning parts of the brain to gain function thus reducing dyslexic symptoms. 
This unique approach relies on creating the right environment for the brain to essentially heal the faulty wiring which causes dyslexic symptoms. Theoretically, the ND Approach establishes learning difficulties as symptoms of incomplete development and inefficient communication between brain and body.  For instance, if an infant is not allowed to move from the stages of random movement into more specific coordinated movement and experience cross patterning activities gained through normal progression of crawling and creeping, the organization of the brain will be left in an incomplete state.  A surprising 75% of students with diagnosed learning difficulties never crawled (Corso, 1997). Crawling even promotes a new level of brain organization, as indicated by more organized EEG brain-wave activity in the cerebral cortex.
 Other Key Elements
NDs are keenly aware of the auditory system and the important role that it plays in the acquisition of reading skills.  Auditory memory refers to the ability to take in pieces of information, hold them in your mind and manipulate them in the short-term (Ness, K. 1999). There is an understanding that language skills such as speech, reading, writing, and spelling develop only if the child has learned to “listen” (Goddard, 2002 p. 106). The auditory system is a major aspect of phonology. All auditory deficits negatively affect phonological processing which would explain why many dyslexics make slow or minimal progress from phonetic instruction while others benefit greatly. Phonics being an auditory system requires decoding and holding sounds together to achieve words. It would follow that the better an individual’s auditory processing ability, the easier it would be to utilize phonics.  However, developing auditory skills is a challenge in a society which has become primarily visual Developing advanced auditory processing is highly recommended by NDs! It enhances the ability to decode unknown words as well as increasing reading comprehension. When low auditory processing exists, a different reading strategy is required until the auditory deficit can be remediated.
NDs also agree with prominent researchers in learning disability history who noted issues with the visual system of dyslexics from eye-hand coordination to tracking and teaming, to central detail vision issues, etc. The visual system does not act alone but relies on the vestibular and proprioceptive systems for accurate information, confirming the ND approach i.e. an individual is an integrated whole with different systems interacting and affecting each other.  Eye dominance (a subject too extensive for discussion here, see “Learning Disability” article online) has proven a key factor in correction of dyslexic symptoms. Orton (1938/1989), said that “eyedness… is not so widely recognized as handedness, but it is probably of equal importance” (p. 30). NDs have found that when eye dominance coordinates with the dominant hand and additional inefficiencies are addressed, dyslexic symptoms diminish and often disappear entirely. Refer to a bar graph, which shows the percentage of individuals (personal clients labeled as dyslexic by other professionals) that had mixed dominance as well as low auditory and visual sequential processing.

                                                                                  Conclusion

It’s true, learning disabilities are not a life sentence, as we’ve been reminded yet again by Augusta’s Mom, Carol Bolton. She wrote to tell us about the change in Augusta’s life, because of the neuro-education program from Little Giant Steps:   

My new favorite quote from Augusta on her birthday:  “Mommy, last year on my birthday, when I opened a book, it was just all a bunch of letters.  This year on my birthday, all of the letters have become words. Thanks Little Giant Steps!!”    Yea for Augusta! 

Q. Since our child was about 18 months we’ve known there was something different about him.  He’s very intelligent, has an extremely well developed language ability, but it’s like he gets either focused on something to the extreme or he’s off in la-la- land day dreaming. He seems to get some things in school, but other things he just can’t remember from one day to the next. How could your kind of program help him?

Ans:  Our program works with the neuroplasticity feature of the brain. Our whole objective is to assist in creating, completing or repairing the neuro-connections that allow the brain and body to communicate efficiently and effectively. What you are describing are symptoms which are not a new phenomenon to us.  Many of our clients are gifted, but have quirks that seem to prevent them from learning, organizing their thoughts or even engaging socially.  Some come to us with labels such as ADD, ADHD, Dyslexia, Autism, Aspergers, PDD and some come because their parents recognized symptoms that seem to hamper their children from having normal experiences in the world in which they live. What the LGS neuro-educational program does is to eliminate those symptoms at the root cause in the brain.  We provide individualized and appropriate activities that will cause the brain to create a change through our stimuli. If a child missed essential developmental steps during the course of their early years, what we do will help to organize the lower levels of the brain, close those learning “gaps” and allow for better input and output of information.  Once a child becomes neurologically efficient, they can truly develop their true God-given potential.  We just help to create or complete the circuitry in the brain that was not developed as needed to be successful academically, physically and sometimes socially.  Please read the articles on our website for more information about our methodology, philosophy and successes.

Stephen Schuetz had what was described as a “learning problem.”  His folks found a method called The Neurodevelopmental Approach which is locally provided by Jan Bedell, Certified Neuro-Educational Specialist.  Ms Bedell is founder of Little Giant Steps.  She left her teaching career when she discovered how miraculous this approach worked with her mentally challenged daughter. She’s also discovered how it works with those who are typical or gifted.  After 20 years of serving families, successes with kids who struggle with learning, has been the fuel by which she’s continued to teach parents how to change their kid’s lives for the better. Life is more than academics, which is generally the focus of The Neurodevelopmental Approach. Steven has been delighted with a by-product of getting more efficiently “wired!” (which includes doing activities that increase the neuro-pathways in the brain and results in higher neuro-efficiency and faster communication between the brain and body.) By the way, his academics have sky-rocketed, too!  Here’s his story:  

Life Can Be More Than Just Improved Academics

“I can’t believe how much this program has helped me.  It changed my life!  Immediately in the sports I can see the ball traveling at 65-70 mph coming straight at me and I can hit it.  My stats were 21 at bat and 15 hits and that is incredible for me.  I think I was one of the best on the team.  I went from the bottom of the batting order to close to the top!”                                     Steven Schuetz, age 14.

  From the parent of a child diagnosed with Dyslexia:  (Free Test Kits Are Available – Order Now)

My husband and I have one son who has been on program for 6 months. We home school our children. Our middle son did not start learning to read until he was 7 years old, and reading and spelling have always been difficult for him. We are mainly working on visual dominance, macular reflection, and tactility issues. I sometimes feel like the “Patch Patrol” constantly reminding him to wear his patch! And then, there are the dreaded “bug glasses” as we like to call them (pinhole glasses)! We have also worked on visual and  auditory sequential processing, conceptualization, and articulation. At our 4 month re-evaluation, we were so encouraged with the results. We saw changes/progress in all areas, including a 2 grade level jump in all academic testing areas. I was especially thrilled with his improvement in reading decoding which is very weak. We have yet to see improvement in spelling, but I have faith that it will follow once his visual dominance and reflection problems are completely corrected. I am sold on the benefits of this program and so very thankful for it and the work of our evaluator. It has been an answer to prayer!      Jen B.

 ”I am happy to say that due to all the help you gave us,  our son has transitioned very smoothly into the classroom environment. He continues to excel in math - he has a 98% average in Saxon 54. His language arts skills are also coming along smoothly. His attention span continues to improve – although he still struggles to stay on task. He got very good feedback from his teachers and I feel like we have the tools to continue on this journey toward being all that God made him to be. We so appreciate all that you taught us and I recommend you and your products often!! Thank you so much!                      ~  D.B.

Here are a few of what some of the parents who’ve been working with Little Giant Steps are saying.  They have worked with a neuro-education specialist and an individualized program:

• We attended a wedding this weekend.  One of my friends was there -she hadn’t seen Brennan since we started LGS.  She was so impressed with him.  It was great to get that kind of unsolicited encouragement.  I have to say that he sat so nicely and quietly -I nearly forgot he was there while I enjoyed the wedding!
• The question I have lately is “Who is this kid and what have you done with her!?”  And, by the way, I’m keeping the new one you can have the old one.  Ariel is so sweet lately; she really seems happier and nicer and I can tell she is taking in more information.  She has also been doing her chores without reminders or nagging and she is taking pride in a well-made bed!!  Thank you!                                                                          
• I wanted to let the Little Giant Steps team know how well Timothy is doing in school. He just received his first report card last week; he got four A’s and one B (89)!  And last week his teacher told me that they took some sort of reading passage test and he made a 100!  He never asked for help in reading the questions at all!   My husband and I are absolutely convinced that your program was absolutely key to his success.                    

QUESTION:  

OK, so my child’s auditory processing ability is not at grade level….. what now?    “It’s been shown that children who have consistent  fun learning interactions with their parents will grasp & retain information better than anything they will ever see on TV or possibly learn at school!”The products listed below if done as instructed in each package is a solution.

ANSWER: #1    Learn What You Need To Know  Order A Free Test Kit # 2  Make It Intensely Fun*, Frequent & Short Duration     A Deck of Digit Spans Cards  #3 This is the computer version of Digit Span Cards for Auditory & Visual Processing   #4    Th To Have Listening Experiences         Reading & Listening FUN!! #5  ”Not since my 3rd grade teacher read us The Adventures of Mrs. Piggle Wiggle (dates me I know) have I been so entertained. Rooster Morris has hit a great balance between appeal to young children and subtle humor t teens on their toes to catch it all. The main character Axle, inspires integrity, honesty and fundamental truths of good triumphing over evil. Rooster’s recordings are amazing as he depicts each cleverly named character with different voices. From my professional stand point, the recordings will accelerate reading abilities as children follow along in the book while Rooster skillfully dramatizes the written word.” Jan Bedell Certified Neurodevelopmentalist Make It  Every Day Twice A Day* you can learn to have fun for 2 minutes each time you play!