If the child is a mature six' year old or over this age (including adults), it is very possible that vision therapy exercises will help where any visual problems such as poor tracking, reduced accommodation, low or excessive convergence, reduced fusional reserves are possible contributory factors to their difficulties.

Teaching staff are available to assist those students who have learning difficulties or who need support because English is not their first language. Such support may be given within the mainstream lesson, or by withdrawing students to help them in a particular area of their work.

Scenic Land offers a free screening for dyslexia. Call or email the school to schedule an appointment for this free service. If the screening determines that your child is at-risk for dyslexia, the school can assess your child using a battery of nationally normed tests to determine if he or she meet the criteria for a diaganosis.

These difficulties stem from the same elements that cause dyslexia and, therefore, they can also be addressed during a Davis Dyslexia Correction? program. All Davis programs use a drug free approach

SIT is a proven, one-time, permanent solution to correct learning disabilities. It strengthens the areas of reading, spelling, concentration, organizational deficits, short and long term memory, sequencing, auditory and visual (sensory) processing and motor skills. It works with ADD, ADHD, Autism, Asbergers, distractibility, dygraphia, auditory and visual processing deficits and is excellent for ESL, reading, spelling and writing improvement. It is NOT simply a tutorial or reading program.

Yes, we have tutored many, many children with dyslexia. Our program was designed for children with learning challenges such as dyslexia and ADD. With detailed report from a child psychologist we can tailor the child's program to fit his or her individual needs. Dyslexia can be overcome, not cured.

There are a number of causes of learning difficulties for children/teens today. For some children it is an inability to integrate the sensory information which is coming into their brain. For others it is due to toxins which may have created neurological processing issues. For others they may have experienced some kind of head or physical trauma which damaged the brain or restricted movements during key developmental stages.

Respite Care provides temporary relief to the primary caregiver from the continuous support and care of an elderly or dependent adult. This relief helps prevent individual and family breakdown, institutionalization, or abuse by the primary caregiver as a result of stress from providing continuous support. Respite Care is not meant to replace other specialized services.

There is no way of knowing for sure when a child is very young if he/she will have learning difficulties later one. Depending on the type of language issues the child has and his/her age, there is frequently a correlation between expressive and receptive language difficulties and later difficulties in school with reading, writing, comprehending classroom content material, focus and attention. However, each case is individual and generalizations are not necessarily useful.

Dyslexia is a specific learning difficulty affecting a person's ability to deal with text, and often numbers as well. Dyslexia is estimated to occur in about 8% of the population. Similar to color blindness, it is a permanent disability which needs continuous support through schooling. It is often accompanied by strengths in areas such as creative work, physical co-ordination and empathy with other people.

Contact the Exceptional Student Education (ESE) coordinator at your school. If your child is not in an exceptional student education program, the ESE coordinator will arrange a meeting of the Child Study Team (CST) at the school. With your input, the CST will develop a plan to assist your child. If your child continues to have problems, the CST will request your permission to evaluate your child to determine if he or she needs special attention.

All schools have programs to support the English language development and academic needs of students in the English for Speakers of Other Language (ESOL) program. If you have specific questions, call the Department of Multicultural Education at (561) 434-8620.

From our personal experience in a private preschool, we have had success teaching children with ADD, ADHD, autism, Down syndrome, and dyslexia, among other learning disabilities. We have done no official studies that prove that this program will work with these learning disabilities. Every disability varies in its severity and each child varies in maturity and cognitive/motor ability.

specific learning problems: uneven academic performance; perhaps reads below grade level but is a math whiz perceptual difficulties: doesn't get the same visual & audio cues as do other children; may see the word 'was' as 'saw'; may not be able to screen out background noise in order to hear a teacher's instructions emotionally inconsistent or unpredictable: often irritable, anxious & frustrated; frequently has poor social perception has trouble getting along with classmates; may be over.

Makaton is used by people with all sorts of communication difficulties - not just those with learning difficulties but also many with an "acquired" communication difficulty arising from a stroke or a tracheotomy, for example.

Heredity does play a role, but it is minor. It is generally believed that between 40% and 70% of our mental abilities are learned, not inherited. Therefore, we can accomplish far more if we stop blaming the problems on genes, which we can't change, and start enhancing the skills that are learned and can be changed.

When difficulties are detected, a Computerized (reading) Placement Appraisal is done. The CPA will determine the most appropriate level of reading instructional content for the student.

Learning that your child has autism can be a lonely experience. Many parents report that they feel like they have "lost their child". Upon learning that a child has autism, many families are eager to begin treatment. Early interventions have proven to be helpful when addressing the needs of individuals with autism. There are a number of links on this site to direct you to treatment interventions and support networks.

In addition to talking to your faculty adviser and the HPA staff adviser, the HPA Department encourages students to seek help at the Learning Assistance Center in 219 Boucke. Representatives there can provide assistance with writing, math, computers, and a wide variety of other areas.

Anxiety is the most frequent emotional symptom reported by dyslexics. They become fearful due to the failures and confusion experienced in school. This anxiety causes the dyslexic individual to avoid schoolwork and assignments. Parents and teachers may misinterpret this avoidance behaviour as laziness. However, this avoidance is related more to anxiety and confusion than to apathy. A key component of the Remediation Plus System is that the approach is emotionally sound.