Assessments | Neurotherapy | Courses
Learning can be defined as an ability to receive, retain and exploit information and the ability to learn is called intelligence. When there is an abnormal pattern of information processing from the senses; visual or auditory, or at the motor level several types of difficulties occur, and affect aspects of measured intelligence, or I.Q. These range from a mild level which is more easily compensated for to more severe. Behind all specific learning difficulties is the brain’s inability to process information in proper sequence. Thus the individual cannot develop an automaticity in some linguistic, literacy, cognitive, motor or social skills. The less severely affected can develop coping strategies but these are always vulnerable to stresses, such as time pressure, competing other demands and so on.
The consequences we call Dyslexia, Dyspraxia, Dysgraphia, and Attention Deficit Disorder; depending on which pattern of neural networks are affected. Undiagnosed and untreated learning difficulties can lead to low self-esteem, maladaptive coping behaviors and even in some cases later delinquency or addiction
Beverley’s research highlights the trade-offs between strengths and weaknesses that underlie the words brain, (the lawyer who can’t ride a bike) or the visual brain (the Artist who can’t spell) or the analytical brain that can’t see the wood for the trees. When learning preferences turn to extremes we see the Dyslexic, Dyspraxic, Attention Deficit or Asperger’s Brains. Thus we are all on a dimension between words and images as well as attention to detail versus getting the big picture.
When it comes to learning difficulties Beverley will identify the symptoms that are characterised as Dyslexia (reading problems), Dysgraphia (writing problems), Development Coordination Difficulty (motor problems) Attention Deficit Disorders, Memory problems or the social communication problems associated with Autistic Spectrum Disorders. All of these “labels” have a defined criteria published in the DSM (Diagnostic and Statistical Manual) 5th Edition and used by Psychiatrists and Psychologists to make diagnoses. Her reports will outline the problems and necessary remediation for the school and workplace. The Special Needs Section of the Education Act gives guidelines for the school’s recognition of the pupil’s special needs . This includes students in Higher Education who should apply for a Disabled Students grant that allows them many accommodations that will help them complete their course or degree successfully. These can range from extra time to complete written work to Library concessions, provision of notes and power points to reinforce the lecture, speech driven word processors, recorders, participation in specialist support groups and much other help. For adults, The Equal Opportunities Employment Act places a duty on employers to also provide as much as possible a “level playing field” for the worker who has some special needs. Provisions may be anything between the provision of information technology to revised working practices. Her reports are accepted at all levels of education and in the workplace. She does reports for adults whose special needs have not been recognised or accommodated for in the work place and has come to realise that the Dyslexic adult is made redundant because of their slowness in reading, while the Dyspraxic individual is seen as too clumsy. The ADHD worker is castigated for being too forgetful and the ASD worker too unsociable and eccentric. Thus their weaknesses are highlighted while their strengths that could be put to such good use in the organisation, are ignored. A report explaining this often helps the situation.
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