Children with learning difficulties

Useful links

Association dominique :
www.associationdominique.fr

Association neuf de cœur :
www.9decoeur.org

Association J’avance :
www.javance.org

Neurofeedback France :
www.neurofeedback-france.fr

Children with learning difficulties

There are two categories of learning difficulties: dysfunctions: dyspraxia, dyslexia, dysphasia..; and “disorders”: concentration disorders, disorders of auditory integration, attention deficit, memorization deficit… Different methods can be used to deal with these difficulties, when they are a consequence of neurological immaturity. This is possible to establish by evaluating the persistence of a cluster of primitive reflexes.

Behaviour and learning stems from the combined functioning of the body and central nervous system. In order to read, a child must develop his or her ability to use his eyes in an efficient manner, to write a child must develop his or her hand-eye coordination.

Methods

Reflex therapy

Reflex therapy

Since 1975, the INPP (Institute for Neuro-Physiological Psychology, Chester UK) has been investigating the link that exists between physical development and the difficulties children and adults can face with reading, writing, coordination, behaviour, and emotions. This institute has developed a short programme of exercises to perform at home on a daily basis in order to inhibit certain primitive reflexes (reflexes that are naturally present in a newborn and should become inhibited during the first year of life). The persistence of a cluster of primitive reflexes beyond the age of one and the absence of postural reflexes after the age of three, is considered to be a sign of neurological immaturity. The exercises we give are based on movements that a baby normally performs and are aimed at improving neurological maturation, coordination and balance.

Vestibular stimulations

Vestibular stimulations

The main role of the vestibular system is to allow us to keep our balance and to fight against gravity. The sense of balance is often deficient in children with learning difficulties. This dysfunction can have an impact on coordination and the integration of visual and auditory information. Indeed, this information travels through the vestibular nuclei, in the brain stem, before reaching the visual and auditory cortex. Correct integration and treatment of this information is essential for any learning requiring visual-spatial mechanisms (reading, writing, mathematics...).

Bilateral integration

The aim of bilateral integration exercises is to enhance body awareness, improve static and dynamic balance, and to inhibit extraneous movements, to develop spatial awareness, sensory integration, attention and concentration and finally to stimulate inter-hemispheric communication. These very simple exercises must be performed on a daily basis, with the help of a parent if necessary, and only take a few minutes to perform.

Johansen sound therapy

Johansen sound therapy

This therapy was developed in Denmark by Dr Kjeld Johansen. This method consists of listening to music for approximately ten minutes per day at home. This will stimulate the neuronal network between the ears and the language centres. Some children suffer from hyper or hyposensitivity to sounds and this will have a direct impact on their behaviour and emotivity. This technique helps to improve concentration, auditory discrimination and understanding, and also the quality of speech and articulation. When it is possible, we perform an audiogram in order to provide the child with a CD that is adapted to his or her auditory profile.

Mental processing

Mental processing was developed by Antoine de La Garanderie. He established five « mental processes » that are used during learning: attention, memorization, understanding, thinking and imagination. The understanding of these processes and their optimization, enables children to improve their potential. Many teaching tools have been developed by teams working on mental processing, especially learning methods.

Neurofeedback

Neurofeedback is a non-medical, non-invasive approach aimed at improving brain functioning. During the session, electrodes are placed on the client’s head and a computer measures the electrical activity of the brain, whilst the client listens to music. If the computer registers too great a variation compared to the normal brain activity, a micro-interruption occurs in the music and the brain will modulate its activity in response to this interruption: this is termed the feedback. After several sessions, (we recommend on average, two sessions per week for several weeks), these variations in electrical activity will reduce in intensity and frequency. Various improvements can be observed, but there is often a positive impact on concentration, attention, quality of sleep, depression, stress… This technique is very simple to use and requires no active participation on behalf of the child.

Nutritional advice

Food provides us with the energy that is necessary to compensate the energy spent through physical activity and intellectual work. A balanced diet with all the macronutrients and vitamins and minerals is fundamental for optimal brain functioning. This is why we also provide parents with nutritional advice for their child.

Training sessions

At

Association Dominique

Association Dominique
Rue Luigi Amadio
31470 Fonsorbes FRANCE

1st visit: 2 half days

1st half day:

  • Detailled history
  • Evaluation of the child
  • Performance of an audiogram

2nd half day:

  • Presentation of evaluation results
  • Presentation of the exercises

Revisit

Half day:

  • History
  • Re-evaluation of the child
  • Presentation of the results of the evaluation
  • Presentation of the new programme.
  • At home, parents help their child to perform the exercises. Regularity is essential to obtain good results.
  • Frequency of visits: on average, we recommend that the children come back for a re-evaluation every two months.