ASSESSMENT
Our assessment looks at the way a child or adult operates when performing the tasks necessary in their daily lives.
The following areas are examined:
Visual: Our visual efficiency has a vital effect on the way we operate in the space we live and work in. Delays in this area can contribute to difficulties with control of eye movement, orientation, reproduction of shapes and forms, eye dominance, visual discrimination, depth perception.
Auditory: It is possible to have normal hearing but to have problems processing what is heard. This can lead to difficulties in discriminating sounds, following directions, accuracy in spelling, concentrating in the presence of background noise and visualising from verbal information.
Movement: Our body must send messages to our brain so the brain can efficiently control our sequence of movements. For example the kinesthetic system sends messages from muscles and joints, the vestibular system in the inner ear sends messages about balance. Body movements, eye movements and articulation all depend on the brain receiving this information. In the first few weeks of foetal development early childhood reflexes emerge. They are involuntary movements, designed to help us through the birthing process. In the first few months of life they are very important to our survival. These automatic reflexes should be integrated within the first year of life. If they are not integrated they can become blocking agents, preventing the development of efficient movement.
Integration: Everything we do requires the efficient linking up of different parts of our brain. Specific functions are controlled by areas on the right or left side of our brain and efficient links between these areas are essential for successful performance. The presence of a midline indicates poor coordination between left and right sides of the brain. This is indicated by use of a dominant hand, eye or ear varying with different tasks.
Sequencing: This is an important part of our mental processing and allows us to organise our thoughts, our ideas and our movements. In our society all our systems are organised in a linear fashion - number, reading, problem solving, planning ahead. Delays in this area may cause problems in analysing, organising, following directions, following rules, understanding time, number concepts, spelling, written expression, motor planning.
Language: Use of language is essential to communicate, put ideas together and consider problems. In our assessment we look at whether any of the areas mentioned above have hindered the development of language capacity.
Literacy and Numeracy We look at whether any of the areas mentioned above have caused problems with reading accuracy, comprehension and decoding, ease with the alphabet, written expression as well as counting ability, number line, the hundred grid and ability to organise.
Biological Factors Metabolism, allergies, levels of lead in the system, and so on, can have far reaching effects on learning ability and behaviour. Extreme emotions, uncontrollable laughter, intolerance, hyperactivity, lack of control, forgetfulness, exhaustion, skin rashes, bruising under the eyes, can all be indicators of biochemical imbalances.
Biological Factors Metabolism, allergies, levels of lead in the system, and so on, can have far reaching effects on learning ability and behaviour. Extreme emotions, uncontrollable laughter, intolerance, hyperactivity, lack of control, forgetfulness, exhaustion, skin rashes, bruising under the eyes, can all be indicators of biochemical imbalances.
Many of these problems are linked. For instance, many developmental delays are a result of blockages in the functional areas: if we have not heard efficiently during the early years of life it is very difficult to develop a full capacity for complex language. If we have retained primary reflexes we will still be locked into certain groups of inappropriate movements and will find it difficult to develop the movements needed for specific tasks.
RECOMMENDATIONS
An individual report is provided for each client giving an outline of the findings of the assessment. Recommendations are made to specialists such as audiologists, behavioural optometrists, kinesiologists, medical practitioners, nutritional investigations, among others. If appropriate we will recommend our literacy and numeracy program for children, teenagers and adults or our early learning program for children under eight.
We make referrals to specialists as needed. We may recommend an auditory assessment, sound therapy, visual assessment, nutritional investigation, medical intervention or other treatment. In this holistic approach the various interventions work together to help the person arrive at a point of readiness to learn.
REFERRALS
We refer each person to the appropriate specialist for their specific needs. These interventions work together to promote development and address a wide range of issues as diverse as sound sensitivity, attentional concerns, poor pencil grip, emotional reactions, gut disorders and many others.
Audiology - An audio assessment can identify processing issues that can be present even when hearing falls within the normal range. In these cases we recommend an auditory training system, either AUDITORY INTEGRATION TRAINING or THE LISTENING PROGRAM.
Behavioural Optometry - It is a good idea to have a yearly check up with a Behavioural Optometrist. Liz Jackson of Visual Potential Optometrists at Double Bay provides an excellent Behavioural Optometry assessment.
Homeopathy - We have found that Homeopathy can greatly assist with easing in changes that are made during our programs.
Kinesiology - Removal of inappropriate reflexes and integration of brain function are just two areas where Kinesiology is of benefit.
Metabolic Investigation - Our diet and the ability of our digestive system to absorb nutrients forms the base of all biochemical reactions in the body. Our diet affects the whole body, especially the brain and nervous system. In past years there have been significant changes in the content of our diet.
Reduced vitamin and mineral content of foods, heavy metals and toxins in the environment and the greater presence of junk food can all lead to imbalances that affect development and learning. In this case we refer to BIOSCREEN for metabolic investigation or to a general practitioner trained in the PFEIFFER method.
This assessment is based on the work of Marianne Johnson (BA, DipPE, NDT) and Ken Johnson (BA, OAM) of Learning Foundations Australia. They have worked tirelessly for many years developing these methods in order to provide insight into the complex and seemingly inexplicable problems and learning difficulties of so many children and adults. We thank them for their input and guidance.
